Course  in  l)i$(ory 


For 


Elementary  Schools 


State  IFlormal  Scbool 
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A  COURSE  IN 


HISTORY 


FOR 


Elementary  Schools. 


The 

State  Normal  School  of 

Colorado. 


Bulletin  Series  X.     No.  10. 
March  1911. 


In  all  publications  of  this  institution  is  employd  the  spelling  recom- 
mended by  the  Simplified  Spelling  Board. 


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CONTENTS. 


PAGE 

The  Point  of  View— D.  D.  Hugh 3 

The  New  Theory  of  History  Teaching— G.  R.  Miller. .   9 

cGrade  I— Bella  B.  Sibley 17 

'Grade  H — Dora  Ladd  Keyes 28 

Grade  HI — Dora  Ladd  Keyes 42 

Grade  IV— Ethel  Dullam 52 

Grade  V — Elizabeth  Hays  Kendel 57 

Grade  VI — Ernest  Horn 62 

Grade  VII — Edgar  D.  Randolph 69 

Grade  VIII — Ernest  Horn 84 


J 


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^  CI/. 


THE  POINT  OF  VIEW. 

D.  D.   HUGH, 
DEAN  OE  TRAINING  DEPARTMENT. 

Any  outline  of  schoolwork  should  be  based  upon  a 
clearly  defined  conception  of  the  educational  value  of  the 
subject.  History  has  unfortunately  been  one  of  those  sub- 
jects whose  worth  has  been  least  satisfactorily  evaluated. 
It  has  too  commonly  been  assumed  that  some  knowledge 
of  the  history  of  one's  own  country  at  least  is  a  necessary 
part  of  the  equipment  of  an  educated  person,  without  any 
serious  effort  being  made  to  determin  with  any  adequate 
degree  of  precision  how  this  knowledge  helps  the  indi- 
vidual. In  so  far  as  the  question  has  been  raisd  at  all  the 
sufficient  reply  has  seemd  to  be  that  a  knowledge  of  past 
history  is  necessary  to  enable  the  individual  to  perform 
aright  his  political  duties,  tho  a  careful  study  of  the  results 
of  the  work  would  convince  any  unprejudist  person,  I 
think,  that  our  history  teaching  judgd  from  this  stand- 
point has  produced  wofully  meager  returns. 

But  we  are  fast  outgrowing  the  notion  that  history 
is  merely  politics  whether  past  or  present.  As  Herbert 
Spencer  so  well  pointed  out  half  a  century  ago,  history 
does  not  deal  primarily  with  the  details  of  wars,  the  ma- 
chinations of  rulers,  the  intrigues  of  court  favorits,  or  the 
varying  fortunes  of  political  parties.  It  deals  rather  with 
the  life  of  the  people  in  all  its  larger  social  aspects.  Its 
function  in  the  public  school  is  to  enable  the  individual 
more  intelligently  and  helpfully  to  participate  in  the  social 
life  around  him  thru  a  study  of  our  institutions,  embracing 


4  state;  normal  schooIv, 

in  that  term  not  merely  the  church  and  the  state  but  also 
commerce  and  industry  and  various  other  aspects  of  the 
every  day  life  of  the  people  with  all  its  manifold  social 
ramifications. 

But  assuming  that  history  is  to  promote  the  social  life 
of  the  child  it  does  not  follow  that  in  accordance  with  any 
logical  or  chronological  scheme  we  can  at  once  set  about 
apportioning  the  material  to  the  different  grades  by  begin- 
ning with  the  study  of  the  earlier  and  less  complex  civili- 
zation in  the  earlier  years  and  proceeding  in  a  systematic 
way  to  a  consideration  of  later  periods  in  the  upper 
grades.  The  needs  and  instinctiv  tendencies  of  the  child 
must  be  taken  into  account  at  each  stage  of  his  develop- 
ment. History  is  not  only  to  prepare  a  child  for  mature 
life  but  to  make  his  child-life  as  rich  as  possible.  Hence 
at  each  stage  of  his  development  we  must  pick  out  such 
phases  of  history  study  as  are  both  suitable  for  the  growth 
of  the  child  at  that  time  and  at  the  same  time  capable  of 
furnishing  a  basis  for  understanding  the  more  complex 
problems  which  he  will  meet  later.  The  material  in  other 
words  must  be  capable  of  satisfying  both  present  and  pros- 
pectiv  needs. 

In  accordance  with  this  conception  of  history  teach- 
ing the  outline  that  follows  naturally  divides  itself  into 
three  parts  corresponding  to  the  three  periods  usually 
recognized  by  child-study  experts  as  occuring  in  the  lives 
of  school  children.  The  first  of  these  including  grades 
one,  two,  three,  covers  the  period  of  the  primary  school; 
the  second,  grades  four  to  six,  the  intermediate  school 
period;  and  the  third,  grades  seven  and  eight,  the  gram- 
mar school.    The  work  of  each  period  it  is  believd,  appeals 


GREElvEY^  COLORADO.  5 

to  the  interests  of  children  and  is  helpful  for  the  under- 
standing of  the  problems  of  later  life. 

The  primary  period  deals  with  primitiv  life.  Many 
reasons  might  be  given  for  the  choice  of  this  material. 
In  the  first  place  it  relates  to  a  type  of  life  that  is  compara- 
tivly  simple  and  easily  within  the  comprehension  of  chil- 
dren of  this  age ;  secondly  the  degree  of  manual  skill  re- 
quired for  the  reproduction  of  various  interesting  phases 
of  this  life  is  not  beyond  that  possest  by  the  children ;  and 
thirdly  that  type  of  life  described  is  not  only  inherently 
interesting  but  is  also  valuable  in  affording  a  basis  for  un- 
oerstanding  the  more  complex  processes  of  our  own  civili- 
zation. For  example,  the  child  understands  better  how  his 
own  food  and  clothing  is  furnisht  after  studying  the 
methods  used  by  primitiv  people  for  the  satisfaction  of 
these  needs.  It  is  mainly,  of  course,  on  account  of  its 
value  as  a  means  of  interpreting  present  conditions  that 
this  phase  of  history  is  taught. 

It  is  perhaps  needless  to  call  attention  to  the  fact  that 
this  work  will  be  educational  largely  in  the  degree  in 
which  the  children  enter  into  the  situations  described.  It 
is  more  important  that  the  children  live  the  life  than  that 
they  remember  a  series  of  facts  relating  to  it.  Conse- 
quently a  great  deal  of  emfasis  should  be  placed  upon 
representing  by  means  of  writing,  drawing,  clay  model- 
ing, constructiv  work  in  wood  and  iron  the  life  described. 
This  makes  the  history  a  valuable  basis  for  the  correlation 
cf  the  subjects  in  the  primary  grades.  Much  of  the  read- 
ing and  language  work  may  also  be  correlated  with  the 
history  stories. 

The  work  selected  for  the  intermediate  grades  con- 
sists of  the  biografical  study  of  individuals  concernd  for 


6  STATE  NORMAL  SCHOOI.^ 

the  most  part  with  the  discovery  and  colonization  of 
America.  During  this  period  the  child  possesses  a  more 
vivid  sense  of  historical  reality.  He  has  largely  outgrown 
the  make-believe  period  and  desires  stories  that  are  true. 
He  is  not  yet  able,  however,  to  appreciate  the  problems 
of  modern  life  stated  in  abstract  form.  His  tendency  to 
hero  worship,  moreover,  makes  the  study  of  striking  per- 
sonalities of  absorbing  interest  to  him  if  presented  with 
sufficient  welth  of  concrete  details.  The  individuals 
studied  during  this  period  should,  of  course,  represent  im- 
portant types  of  social  life  so  that  thru  a  knowledge  of 
their  lives  the  child  shall  gain  a  clearer  insight  into  his 
own  surroundings. 

The  work  for  this  second  period  is  introduced  by  a 
study  of  the  founding  of  Greeley  and  of  the  lives  of  its 
pioneers.  This  affords  an  excellent  opportunity  for  utiliz- 
ing the  knowledge  acquired  in  the  earlier  grades  of  the 
social  activities  concerned  with  supplying  fundamental 
human  needs.  The  children  see,  for  example,  that  the 
Greeley  pioneers  were  doing  work  similar  to  that  of  peo- 
ple living  in  the  earlier  pastoral  and  agricultural  periods, 
and  that  the  community  grew  in  accordance  with  the  same 
principles  of  exchange  of  commodities  and  of  differentia- 
tion of  labor  exemplified  in  the  more  primitiv  type  of 
community  studied  in  the  third  grade.  This  work  also 
affords  a  splendid  opportunity  for  laying  a  solid  basis  for 
the  understanding  of  some  of  the  concepts  most  funda- 
mental to  the  further  study  of  history  and  geografy,  such 
as  the  development  of  a  trade  center,  the  need  of  govern- 
ment, and  the  mode  of  its  organization.  The  child  can 
be  made  to  see  right  at  home  and  before  his  eyes  as  it 
were  how  a  city  grows  up  and  what  factors  promote  or 


GREEI^EY,  COLORADO.  7 

retard  its  growth.  This  type  of  study  is  most  earnestly 
commended  to  any  community  in  the  State,  and  enthusi- 
astic teachers  who  undertake  this  work  elsewhere  will 
doutless  find  as  we  have  in  Greeley  many  persons,  such  as 
some  of  the  pioneers  of  the  district,  who  are  glad  to  co- 
operate with  them  in  the  work. 

The  history  teaching  in  these  grades  as  well  as  in  the 
earlier  years  requires  much  objectification  to  produce  the 
best  results.  It  is  of  little  value  to  have  the  child  mem- 
orize the  facts  unless  he  reproduces  them  in  an  activ,  con- 
structiv  way.  The  teacher  should  gladly  avail  himself  of 
every  opportunity  for  correlated  manual  work,  for  drama- 
tizing and  for  utilizing  illustrativ  material  from  an  art  or 
historical  museum. 

By  the  time  children  have  reacht  the  grammar  grades 
they  have  attaind  a  sufficient  degree  of  maturity  to  be  in- 
terested in  the  more  abstract  formulation  of  the  problems 
of  present  day  life.  The  work  of  these  years  aims  at  in- 
troducing them  to  these  problems  thru  a  systematic  study 
of  American  history  as  presented  in  a  regular  text-book 
rather  than  by  means  of  biografical  sketches.  More  em- 
fasis  is  placed  upon  the  political  aspects  of  history  in  these 
grades  but  an  effort  is  made  thruout  the  course  to  show 
that  the  political  activities  grow  out  of  and  are  closely  re- 
lated to  the  social  and  economic  conditions  of  the  country. 
This  period  as  a  whole  covers  the  work  usually  attempted 
in  the  public  schools,  and  may  be  found  suggestiv  to  teach- 
ers who  do  not  teach  history  lower  than  the  grammar 
grade.  This  course  is  prefaced  by  a  brief  study  of  the 
conditions  of  European  life  that  led  up  to  the  discovery  of 
America. 

The  main  aim  on  the  side  of  methodology  in  this 


8  STATE  NORMAI.  SCHOOI,^ 

work  is  to  aid  the  pupils  to  enter  into  the  spirit  of  the 
times  by  a  vivid  realization  of  the  problems  as  the  people 
saw  them.  The  children  then  attempt  tentativ  solutions 
of  these  problems  or  at  least  attack  the  study  of  their 
lessons  with  greater  eagerness  on  account  of  having 
definit  problems  to  solv  rather  than  merely  being  required 
to  memorize  a  certain  number  of  pages  of  the  text-book. 

A  list  of  books,  partly  for  the  teacher  and  pai  tly  for 
the  pupils,  is  appended  to  the  outline  for  each  grade.  Be- 
yond the  primary  grades  at  least  it  is  believd  that  consid 
erable  reading  should  be  done  both  in  the  regular  texts 
and  in  books  for  collateral  reading.  At  present  the  need 
of  reading  material  for  our  history  work  is  most  keenly 
felt  for  the  work  on  the  crusades  in  the  fifth  grade  and  fo.' 
the  European  background  in  the  seventh  grade.  Consid- 
erable collateral  reading  material  for  these  parts  of  the 
course,  however,  has  been  collected  and  we  hope  in  the 
near  future  to  be  able  to  secure  the  publication  of  more 
satisfactory  text-books  for  these  periods.  We  believe  that 
teachers  will  find  that  the  list  of  books  given  will  repay 
careful  perusal,  and  that  the  suggestion  of  some  rather 
unusual  books  as  texts,  as  Spark's  Expansion  of  the 
American  People,  is  worthy  of  careful  consideration. 

A  number  of  persons  have  contributed  to  the  work- 
ing out  of  this  course,  the  names  of  whom  appear  for  the 
most  part  at  the  hedings  of  the  different  chapters. 


GREELEY,  COLORADO.  9 

NEW  THEORY  OF  HISTORY 
TEACHING. 

G.  R.  MILLER,  PROFESSOR  OE  HISTORY  AND  SOCIOLOGY. 

Human  history  is  sufficiently  old,  broad,  and  varied 
in  its  content  to  furnish  a  basis  for  many  theories  of  its 
teaching  processes;  but  whatever  our  choice  may  be,  it 
must  conform  to  the  law  of  educational  value.  Its  moral 
content  and  ethical  value  need  neither  defender  nor  advo- 
cate.   These  values  are  evident  and  recognized. 

The  educational  utility  of  history  has  receivd  a  won- 
derful impetus  in  the  colleges  and  universities  of  Ameri- 
ca within  the  past  decade.  In  these  institutions  the  curri- 
culum has  expanded  to  include  almost  every  phase  of  his- 
torical study,  while  sociology  and  economic  subjects  have 
been  multiplied  indefinitly.  Our  larger  institutions  show 
a  constantly  increasing  impetus  in  this  kind  of  work. 

This  readvent  of  the  humanities  in  colleges  has  ex- 
tended its  impetus  to  the  high  schools,  while  industrial 
history  and  elementary  economics  are  growing  factors 
in  the  high  school  curriculum.  Social  and  economic  con- 
ditions have  created  the  new  college  and  high  school  curri-. 
cula  in  history  and  its  cognate  branches.  The  same  con- 
ditions plus  modfern  psychology  have  created  the  new 
point  of  view  of  history  teaching  in  the  elementary  school. 
The  impetus  comes,  as  it  has  come  many  times  before, 
from  the  higher  school.  The  elementary  school  is  yet 
in  the  process  of  adjustment  to  the  new  conception. 

A  child  can  interpret  only  such  knowledge  as  touches 
closely  his  own  experience.  That  experience  is  the  source 
thru  which  his  education  must  procede,  and  from  which 
it  must  come.    His  interests  are  in  the  immediate  present, 


10  STATE  NORMAL  SCHOOL^ 

ill  the  now.  The  past  will  appeal  to  him  only  as  he  can 
discover  it  in  his  own  activities,  thoughts,  feelings,  or 
only  as  his  present  needs  and  desires  find  expression 
therein.  The  history  that  feeds  his  desires  and  illumin- 
ates the  present  is  the  only  legitimate  history  for  chil- 
dren. The  child  is  always  in  direct  contact  with  present 
social  life.  It  is  his  constant  environment.  He  is  in  it 
and  of  it;  it  is  his  life.  He  imitates  it,  and  he  becomes 
socially  efficient  thru  the  exercise  of  social  activities. 

Social  and  industrial  activities  should  be  basal  in  all 
history  work  in  primary  grades,  and  it  need  not  be  a  mat- 
ter of  sp'^cial  concern  whether  the  story  is  developt  from 
the  occupation,  or  the  occupation  is  based  on  the  story. 
The  essential  and  prime  necessity  in  either  case  is  the 
physical  activity  of  the  child.  Let  the  child  live  the  ex- 
perience, reconstruct  it,  vitalize  it,  build  it  anew,  and  it 
becomes  a  part  of  his  own  physical  and  mental  life  and 
character.     It  vitalizes  him.     Such  a  process  is  creativ. 

The  child  life  is  seemingly  imitativ,  and  character- 
istically so;  but  neither  psychology  nor  teacher  will  ven- 
ture to  say  when  the  seeming  imitation  has  become  true 
creation.  The  best  education  is  wrought  thru  creativ  pro- 
cesses. The  child's  education  must  be  a  series  of  such 
processes.  No  procedure  in  teaching  is  educational  in 
the  truest  sense  which  is  not  quickening  the  creativ  power 
of  the  child.  Psychology  recognizes  the  predominant  imi- 
tativ activities  of  young  children;  but  it  also  recognizes 
the  almost  imperceptible  line  which  in  the  child  mind  and 
life  divides  the  imitativ  activities  from  the  truly  creativ. 
They  touch,  they  blend,  and  in  the  earlier  years  they  are 
inseparable.  Imitativ  activities  are  the  necessary  bases 
of  creativ  activities,  and  in  the  child  life,  they,  more  often 


GREELEY,  COLORADO.  II 

than  otherwise,  are  genuine  creations.  The  child  who 
has  livd  thru  an  historical  period,  or  story,  constructing 
and  reconstructing  its  materials,  producing  and  reproduc- 
ing its  thought,  its  feeling,  its  ideas,  material  and  mental, 
who  has  busied  himself  with  both  hand  and  brain  in  these 
processes,  such  a  child  has  truly  brousrht  events  to  pass, 
has  made  life  for  himself.  He  has  created  anew  human 
thought  and  interest,  and  his  work  has  been  in  the  highest 
sense  educational. 

This  viewpoint  of  history  teaching  is  a  stimulus  to 
nativ  imitativ  and  creativ  power.  The  newer  conception 
need  not  and  should  not  be  interpreted  as  a  criticism  on 
older  methods,  for  the  new  concept  contains  all  the  fea- 
tures which  were  possible  to  the  older.  The  ethical  aims 
of  history  teaching  are  not  minimized  by  the  constructiv 
principle,  but  are,  on  the  other  hand,  enhanced  by  the 
practis  of  creativ  activity. 

What  the  hand  has  constructed  remains  a  vivid, 
permanent  conception,  around  which  will  cluster  the  life, 
the  thought,  and  the  feeling  of  the  history  story.  Con- 
structiv activities  vivify  and  fix  the  thought  structure  of 
the  history;  constructiv  processes  become  the  center  of 
thought  organization,  creating  unbroken  thought  unities 
in  the  child  mind — creating  thus  sound  mental  and  moral 
fiber.  Thus  the  new  point  of  view  tends  to  increase,  rather 
than  diminish,  ethical  results  of  history  teaching. 

The  newer  method  should  not  be  interpreted 
as  crowding  out  of  the  curricula  such  material 
as  has  been  intended  to  excite  admiration  and 
emulation  of  the  heroic  and  noble  in  human  con- 
duct. On  the  contrary,  such  material  will  re- 
main with  all  its  former  possibilities     plus     the     added 


12  STATE  NORMAL  SCHOOL, 

living  interest  of  dramatization  or  other  physical  activities 
as  a  center  around  which  to  build  and  vivify  the  ideal 
concept.  The  union  of  manual  or  other  expressiv  activities 
with  history  does  not  mean  at  all  the  abolition  of  oral 
expression  as  an  adjunct  of  history.  To  accept  such 
a  meaning  from  the  theory  would  be  to  destroy  one  of 
the  greatest  results  in  grade  history  work.  History  is 
basal  in  education  because  of  the  nature  of  its  content. 
It  is  the  story  of  human  endevor,  human  successes  and 
failures.  It  is  the  story  of  human  life,  thought,  and 
emotion.  Its  thought-giving  power  and  stimulating  in- 
fluence to  life  and  activity  are  equald  by  few  other  sub- 
jects in  the  curriculum.  To  divorce  it  from  the  arts  of 
oral  and  written  expression  would  be  to  divest  it  of  one 
of  its  greatest  possible  accomplishments. 

Oral  expression  thru  history  is  a  matter  of  prime 
importance.  The  very  nature  of  the  content  of  history, 
human  life,  natural,  untrammeld,  insures  a  freedom  and 
rediness  of  expression  to  the  child,  which  higher  literary 
forms  may  not  always  so  easily  elicit.  The  history  story 
need  not  be  commonplace ;  but  the  absence  in  it  of  orna- 
mental forms  of  expression  tends  to  produce  a  redy, 
free,  fluent  expression  by  the  child.  Oral  expression 
should  accompany  history  in  every  grade  of  the  element- 
ary school;  and  no  matter  how  many  other  or  newer 
forms  of  expression  may  be  added,  oral  expression  as  a 
fixt  daily  practis  should  remain.  It  requires  a  quick, 
redy  organization  and  arrangement  of  ideas.  The  child 
who  has  become  interested  in  the  history  story  and  workt 
thru  its  incidents  by  means  of  manual  constructiv  work, 
has  an  organized  knowledge  and  a  confidence  in  that 
knowledge  which  will  aid  him  immesurably  in  its  oral 


GREELEY^  COLORADO.  1 3 

expression.  Admitting  then  many  varied  possibilities  in 
grade  history  teaching,  let  us  remember  that  all  its  rela- 
tions and  possible  correlations  spring  from  the  social 
nature  of  its  content. 

Social  efficiency,  the  appreciation  of  social  values,  is 
largely  the  purpose  of  history  teaching  in  all  grades  of 
the  elementary  school.  Other  values  are  subordinate 
Social  life  is  always  a  present  fact,  and  history  teaching 
i:-"  the  interpretation  and  illustration  of  this  present  fact. 
All  history  teaching  is  specific  sociology  teaching.  His- 
tory for  children  should  be  the  story  of  the  growth  of 
society,  the  home,  the  industries,  the  increase  of  thinking 
and  of  comforts  thru  necessity,  the  evolution  of  present 
social  life  by  means  of  intelligent  necessary  work,  doing, 
activity.  When  history  is  thus  made  an  activ,  dynamic 
process  in  the  child  life,  it  becomes  a  true  educativ  force. 
Thus  it  becomes  vital,  and  the  child  lives  in  it  and  thru  it. 
It  responds  to  and  satisfies  the  child's  social  desires.  It 
makes  more  clear  and  vivid  his  entire  thinking  and  doing. 
Ir  vivifies  him. 

The  moral  influence  of  this  method  of  procedure 
can  scarcely  be  overestimated.  Far  from  being  material- 
istic, it  is  rather  an  epitome  of  the  development  of  the 
moral  character  of  the  race.  The  ethical  social  values 
outweigh  all  other  results  of  the  method.  The  stories  of 
human  encessities,  initiativ,  invention,  tools,  construction, 
doing;  the  growth  of  the  thinking  and  living  processes 
is  ethical  in  the  noblest  sense. 

The  emfasis  on  social  life  gives  a  proper  basis  for 
biografic  study.  The  child  is  a  hero-worshiper,  and  it 
is  easy  to  permit  the  hero  story  to  become  a  sensational 
narrativ.    But  the  social  method  gives  the  hero  his  proper 


14  STATE  NORMAL  SCHOOIv, 

social  relation,  and  he  becomes  truly  a  hero  to  the  chil- 
dren only  as  he  contributes  some  impetus  to  social  ad- 
vancement. He  is  a  social  aid,  a  helper;  and  unless  bi- 
ografy  gives  this  result  in  the  child  mind,  it  has  faild 
of  its  legitimate  purpose. 

Social  evolution  as  a  basis  for  elementary  history 
teaching  does  not  at  all  necessitate  a  chronological  order 
of  history  periods.  On  the  contrary,  a  psychological  order 
is  necessary,  since  the  purpose  is  social  growth,  rather 
than  time  sequences ;  the  time  element  is  subordinate. 
The  work  of  the  elementary  grades  should  be  a  series  of 
historic  periods  that  illustrate  the  psychologic  order  of  the 
social  growth  of  the  race.  Any  discussion  of 
what  the  period  should  be  will  not  alter  the 
underlying  theory  of  this  point  of  view.  Individuals  will 
hold  differing  opinions  in  this  particular. 

The  study  of  the  simpler  industrial  processes  of 
primitiv  times  can  be  made  productiv  of  excellent  results. 
Its  appeal  is  thru  its  simplicity,  and  its  very  barrenness 
of  industrial  products  tends  to  arouse  interest  in  the  pos- 
sible invention  of  such  products,  quickening  interest  and 
stimulating  constructiv  thinking  and  physical  activity. 
But  the  history  purpose  will  center  around  the  evolution 
of  processes  and  not  primarily  on  the  time  element. 

Primitiv  human  activities  are  not  confined  to  an- 
thropological periods.  American  frontier  history  or 
colonial  history  furnishes  excellent  material  for  inter- 
mediate grades.  The  history  of  the  evolution  of  the 
American  frontier  is  one  of  the  most  fertile  fields  for 
middle  and  higher  grade  work,  and  it  matters  little 
v/hether  the  type  studies  be  chosen  from  the  region  of  the 
Rockies,  the  plains,  the  middle  states,  or  the  Atlantic 


GREELEY,  COLORADO.  1 5 

colonies.  The  story  is  always  the  evolution  of  the  social 
and  industrial  life  of  the  American  people;  and  it  has  been 
this  ever-recurring  and  ever-advancing  frontier  of  evolu- 
tion, always  with  us,  touching  the  national  life  with  its 
simple,  natural  modes,  that  has  created  and  kept  us  a 
democratic  people ;  and  it  furnishes  a  worthy,  useful  cur- 
riculum for  American  children. 

American  history  is  essentially  industrial.  It  is  a 
period  of  rapid  change  and  marvelous  industrial  growth. 
It  seems  bare  of  resource  to  the  superficial  observer. 
Truly  it  has  been  a  story  of  hard  conditions.  It  lacks 
the  pageantry  of  the  days  of  chivalry.  It  has  been  a 
struggle  against  nature,  but  human  thought  and  labor 
have  conquerd ;  and  American  children  and  American 
life  are  the  flower  of  these  hard  conditions. 

The  evolution  of  the  frontier  tract  into  a  modern 
city  is  also  a  romance,  tense  in  its  interests,  varied  in  its 
details,  versatile  in  its  problems,  rich  in  the  streams  of 
human  life  that  merge  in  it,  blend  with  it,  create  it  and 
recreate  it.  And  in  this  story  are  touches  of  as  great 
heroism  and  as  noble  love  as  ever  spoke  from  the  lips  of 
troubadour  or  knight. 

The  recent  new  impetus  to  manual  training,  indus- 
trial work,  and  to  trade  and  vocational  schools,  tends  to 
strengthen  the  new  point  of  view  of  histor)/-  teaching  in  the 
elementary  school.  "Constructiv  physical  activities  give 
a  motor  outlet  for  the  child's  expression.  In  primary 
grades  the  demand  for  such  motor  outlet  is  urgent  and 
immediate.  In  the  middle  grades  motor  activity  is  still 
demanded ;  but  the  mere  play  of  activity  no  longer  directly 
satisfies ;  here  the  activity  must  accomplish  more  definit 
results ;  here  ought  to  begin  some  facility  in  more  special 


l6  STATE  NORMAL  SCHOOL, 

constructiv  processes  both  physical  and  mental."  The 
history  story  and  the  physical  processes  are  complement- 
ary educational  means,  reinforcing  and  strengthening 
each  other,  each  stimulating  to  the  constructiv  bilding  of 
life.  The  child  traind  by  such  method  and  thru  history 
based  on  such  theory,  will  gain  much  sound,  well  united 
knowledge  and  correlated  power. 

History  work  has  been  a  constant  impetus  to  physi- 
cal, mental,  and  ethical  growth.  The  hand  has  been  skild 
in  material  construction,  traind  in  definit  accomplishment. 
Mind  and  hand  working  in  unity  have  livd  thru  and  re- 
constructed periods  of  human  life,  have  taught  men  to 
invent  and  create  and  thus  solv  and  work  out  the  ques- 
tion of  social  progress.  The  interest  which  the  child 
naturally  takes  in  biografy  has  been  given  a  proper  so- 
cial basis.  His  heroes  are  not  isolated  from  the  times  in 
which  they  livd,  but  are  to  him  great  men  because  they 
achievd  something  for  their  fellow  men. 

Work  by  the  individual  has  been  made  work  for  all. 
His  heroes  are  real  because  their  heroism  has  been  a 
scrvis  to  humanity.  He  has  workt  out  the  progress  of 
peoples  thru  many  years  of  time.  He  has  followd  the 
larger  and  vital  thoughts  to  definit  conclusions,  and  has 
thus  avoided  the  confusion  of  many  and  unrelated  scraps 
of  history.  He  has  followd  large  ideas  in  their  simple 
developing  processes,  and  has  not  dissipated  time  and 
energy  on  unrelated  materials.  What  he  has  done  stands 
en  masse,  united,  an  intellectual  and  moral  power.  He  has 
been  led  to  recapitulate  great  periods  of  human  history, 
not  because  this  process  is  imperativ  in  his  education, 
but  because  he  can  thus  easily  obtain  much  of  the  in- 
herited mental  life  of  the  human  race. 


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GREEIvEY,  COLORADO.  IJ 


THE  FIRST  GRADE. 

BELLA  B.  SIBLEY,  TRAINING  TEACHER. 

We  Study  human  nature  at  home  and  on  the  street, 
but  in  history  we  study  it  to  better  advantage  because 
there  we  see  our  own  motives  laid  bare  and  our  own  ac- 
tions at  such  a  distance  that  we  can  give  them  their  true 
value.  The  element  of  personal  feeling  is  eliminated 
from  our  conclusions.  In  his  observation  of  human  na- 
ture outside  of  the  school  the  child  is  as  likely  to  imitate 
the  bad  as  the  good  in  the  conduct  of  others ;  he  may  not 
be  so  fortunate  as  to  have  wise  help  in  forming  his  judg- 
ments, and  the  effects  of  action  are  not  always  seen.  In 
school,  the  teacher  has  a  special  opportunity  to  lead  her 
pupils  to  see  the  relation  of  motivs  and  actions,  and  the 
relation  of  action  to  results  upon  environment.  Untraind, 
the  child  may  grow  into  that  low  type  of  humanity  that 
sees  nothing  beyond  the  narrow  circle  of  personal  inter- 
ests; with  adequate  training,  there  is  always  hope  that 
he  may  approach  that  highest  type  which  takes  the  whole 
world  into  the  round  of  its  sympathies. 

Many  of  the  complex  processes  of  modern  life  are 
beyond  the  comprehension  of  the  first  grade  child.  At 
this  point  the  history  of  the  cave  man,  adapted  from  Wa- 
terloo's "Story  of  Ab",  contains  experiences  that  are  suf- 
ficiently related  to  his  spontaneous  activities  to  interest 
him  intensely.  The  literary  simplicity  of  the  story  form, 
and  the  dramatic  action  make  it  ideal  historical  material 
for  the  child  at  this  age.    Care  must  be  taken  not  to  in- 


l8  STATE  NORMAL  SCHOOL, 

troduce  subject  matter  which  is  not  authorized  by  an- 
thropology, paleontology,  and  geology.  The  story  is 
merely  a  means,  a  dramatic  device,  for  teaching  history. 
As  it  is  workt  out,  the  child  lives  thru  the  experiences  of 
the  little  cave  boy,  shares  his  joys  and  sorrows,  feels  the 
consequences  of  his  mistakes,  and  is  delighted  when  he 
succeeds. 

The  connection  between  the  child's  home  with  its 
civilized  environment  and  Ab's  cave  home  is  made  by 
calling  up  in  the  child's  mind  the  sources,  in  so  far  as 
'he  is  familiar  with  them,  from  which  his  food,  clothing, 
and  shelter  are  obtaind.  The  teacher  asks  such  questions 
.as,  Where  do  we  get  bread?  (From  the  baker).  What 
is  bread  made  of?  (Flour).  Where  do  we  get  flour? 
This  question  would  probably  receive  several  answers, 
^because  Greeley  is  in  the  midst  of  an  agricultural  district 
and  contains  flour  mills  as  well  as  grocery  stores.  Some 
ichildren  may  answer.  From  the  flour  mill;  others.  From 
the  groceryman.  Either  answer  is  adequate  for  the 
teacher's  purpose.  Where  do  we  get  meat?  (From  the 
butcher).  Where  do  we  get  milk,  butter,  sugar,  fruit, 
etc.  ?  Where  do  we  get  clothes,  hats,  shoes,  stockings  ? 
Who  bilds  our  houses?  (The  brick-mason,  stone-mason, 
carpenter,  plasterer).  How  do  we  go  to  Denver?  (On 
the  train,  In  an  automobile,  By  horse  and  carriage).  A 
few  minutes  of  this  questioning  will  serve  to  arouse  the 
interest  of  the  children.  Then  the  teacher  may  procede 
with  her  story  in  some  such  way  as  follows : 

"I  know  of  a  little  baby  boy  who  livd  where  there 
were  no  railroads,  no  automobiles,  and  no  carriages; 
where  there  was  no  way  of  going  anywhere  except  on 
foot.    When  his  house  was  bilt,  there  were  no  carpenters, 


GREEIv^Y,  COLORADO.  IQ 

no  Stone-masons,  no  brick-masons,  no  painters,  no  plas- 
terers, and  no  paper-hangers.  If  he  did  not  find  a  place 
already  suitable  for  him  to  live  in,  he  made  it  himself. 
When  his  father  and  mother  wanted  food  for  him,  there 
were  no  grocerymen,  no  bakers,  no  milk  men  to  buy  it 
from.  Neither  were  there  any  farms  where  food  was 
produced.  When  he  needed  clothes,  there  were  no  dry 
goods  stores,  no  shoe  shops,  no  hat  stores.  You  will  be 
wondering  where  he  got  his  clothes.  We  shall  learn  about 
that  presently.  I  want  to  tell  you  now  some  other  things. 
This  little  boy's  bed  was  made  of  dry  leaves.  His  home 
was  a  big  cave  made  of  stone  with  a  stone  floor  and  no 
windows,  and  containing  only  one  room.  Not  a  very 
pretty  home  on  the  inside,  but  it  was  in  the  most  beautiful 
place  that  you  can  imagine,  against  a  hillside  of  rocks 
overgrown  with  moss  and  with  vines  over  it  that  were 
coverd  with  red  berries.  Great  shady  trees  grew  all 
around,  in  the  branches  of  which  pretty  little  birds  hopt 
about,  sang,  twitterd,  and  bilt  their  nests.  At  the  foot 
cf  the  hill  a  broad,  beautiful  river  flowd;  boughs  and 
branches  of  trees  overhung  this  river,  making  irregular 
shadows  in  the  clear,  sparkling  water.  Fishes  swam  about 
in  this  river  and  darted  in  and  out  of  the  tall  grass  which 
grew  at  the  water's  edge.  Here  and  there  small  islands 
lifted  their  heads  above  the  surface  of  the  water.  Paths 
were  worn  from  the  cave  to  the  river  where  the  baby's 
father  and  mother  walkt  for  water.  There  were  no  ir- 
rigating ditches,  no  sprinkling  carts,  nor  any  hose.  It 
raind  very  often  and  washt  the  trees,  grass,  the  outside 
of  the  cave,  and  everything  clean,  after  which  the  sun 
came  out  and  the  birds'  songs  floated  in  the  moist  balmy 
air. 


20  STATE  NORMAIv  SCHOOL, 

"Although  the  cave  in  which  the  father  and  mother 
and  baby  Hvd,  at  the  time  of  which  our  story  tells,  was 
in  such  a  delightful  place  with  such  beautiful  surround- 
ijjgs,  there  was  one  thing  that  made  them  afraid  almost 
all  the  time.  Great,  monster  wild  animals  roamd  all 
thru  the  thick  forest.  These  animals  slept  in  caves  and 
dens  during  the  day,  but  at  night  they  came  out  into  the 
moonlight  in  search  of  food  and  water.  Then  the  great 
cave  bear,  the  hyena  and  the  saber-tooth  tiger  roard, 
howld,  and  came  very  near  the  cave.  This  very  cave  in 
which  the  baby  livd  was  once  the  home  of  the  cave  bear. 
It  was  such  a  large,  good  cave  and  in  such  a  beautiful 
place  that  the  father  decided  to  drive  the  animals  out  and 
bring  his  own  wife  and  baby  there  to  live.  But  it  was  a 
dangerous  thing  to  do  because  the  cave  bear  was  so  big 
and  strong  that  he  could  strike  a  man  one  blow  with  his 
paw  and  kill  him.  The  father  wonderd  and  wonderd 
how  he  could  get  the  family  of  bears  out  of  the  cave.  He 
used  to  approach  as  near  the  cave  as  he  dared,  then  he 
would  climb  a  tree  and  swing  himself  along  by  the 
branches  from  one  tree  to  another  until  he  was  near 
enough  to  watch  the  very  cave  door.  He  found  that  the 
bears  all  came  out  at  night  and  left  the  cave  empty.  After 
watching  the  cave  for  a  long  time  and  trying  to  think  of 
some  way  to  drive  the  bears  out,  at  last  he  had  an  idea. 
One  very  dark  night  when  the  bears  were  out  looking  for 
food  he  bilt  a  big  fire  in  front  of  the  cave  door,  then  hid 
himself  in  the  top  of  a  big  tree  and  watched  for  the  bears. 
Soon  there  came  the  great  bear  over  the  hill  walking 
siowly,  for  he  was  tired  and  sleepy ;  but  when  he  saw  the 
big  fire,  he  howld  with  fear  and  rage  and  ran  back  over 
the  cliff.     Meantime  the  pine  knots  became  hotter  and 


GREELEY^  COLORADO.  21 

hotter,  and  the  flames  darted  up  higher  and  higher.  After 
a  httle  while  the  big  bear  came  back  with  the  mother  bear. 
By  this  time  the  fire  had  become  so  much  bigger  that  the 
naimals  were  very  much  frightend,  too  frightend  to 
howl  or  do  anything  but  run.  Again  and  again  they  re- 
turnd,  but  always  as  soon  as  they  saw  the  fire  they  ran 
away  as  fast  as  they  could.  At  last  they  were  so  tired 
that  they  went  off  among  some  thick  trees  and  lay  down 
to  sleep.  The  baby's  father  waited  until  the  sun  came  up 
bright  and  warm.  Then  he  climbed  down  from  the  tree 
and  went  far  back  from  the  river  to  the  little  old  cave  in 
which  he  had  been  living  with  his  wife  and  baby  and 
brought  them  to  this  beautiful  clean  cave  by  the  river." 

The  above  illustrates  the  way  in  which  the  history 
of  civilization,  for  such  it  is,  is  introduced  and  started 
with  the  children.  The  next  step  is  a  field  lesson  to  find 
suitable  places  for  making  caves,  also  places  that  look 
as  if  they  might  have  been  occupied  by  animals  of  any 
kind,  as  well  as  homes  of  animals  now  living  near  the 
bilding.  A  number  of  caves  should  actually  be  construct- 
ed outdoors.  So  interested  do  the  little  ones  become  that 
some  of  the  mothers  report  back  yards  dug  up  and  turnd 
into  caves. 

After  this  manual  expression  and  first-hand  investi- 
gation on  the  part  of  the  children,  which  cultivate  an 
intelligent  interest  in  their  natural  environment,  they  are 
redy  to  play  the  history  in  so  far  as  it  has  been  given. 
Members  of  the  class  are  chosen  to  represent  different 
wild  animals ;  a  part  of  the  room  is  screend  off  for  a 
cave;  someone  is  chosen  to  climb  up  and  watch  the  cave 
door ;  and  the  children  suggest  ways  to  represent  the  fire. 
At  one  time  red  paper  was  placed  on  a  pile  of  chairs  in 


22  STATE  NORMAL  SCHOOL, 

front  of  the  cave  door,  which  renderd  itself  very  effi- 
cient in  scaring  the  bear  as  it  approacht.  At  this  point 
the  children  are  prepared  to  think  what  the  bears  will  do 
after  having  been  driven  from  home.  As  the  work  pro- 
gresses, new  problems  are  continually  set  before  the  chil- 
dren, which  compel  them  to  reconstruct  their  experience 
and  broaden  their  conceptions  of  life. 

So  far  we  have  been  dealing  only  with  the  present- 
ing of  historical  content  and  the  encouraging  of  motor 
response.  This  material  servs,  however,  as  a  basis  for 
much  other  work.  The  oral  language  work  receivs  par- 
ticular attention,  (It  is  upon  this  that  emphasis  should 
be  placed  in  dealing  with  children  of  the  first  grade,  al- 
though this  history  work  affords  abundant  material  for 
written  exercises.)  To  this  end  the  teacher  encourages 
the  children  not  only  to  answer  questions,  but  also  to 
narrate  incidents,  in  connection  with  the  story  work  from 
different  points  of  view ;  for  example,  the  story  of  the 
incident  is  told  as  such  and  such  a  person  would  have 
seen  it.  The  children  are  encouraged  to  talk  and  to  sug- 
gest things  that  can  be  constructed  by  the  class ;  criticism 
and  suggestions  for  improvement  upon  such  manual  pro- 
ductions are  encouraged ;  likewise  questioning  by  the  pu- 
pils when  any  member  of  the  class,  or  the  teacher  has  not 
made  a  clear  statement.  The  invention  of  the  child  is 
stimulated  by  having  such  statements  and  stories  illus- 
trated with  chalk  upon  the  blackboard;  and  at  the  same 
time  the  child  gains  some  ease  and  freedom  of  speech  by 
being  thrown  upon  his  own  responsibility  for  making 
himself  understood  by  other  members  of  the  class  and  by 
being  encouraged  to  use  new  words  and  phrases  as  neces- 
sity demands. 


GREELEY,  COLORADO.  23 

To  return  to  the  story :  the  capture  of  the  cave  illus- 
trates an  important  point  in  the  development  of  man,  as 
it  denotes  a  step  taken  toward  the  conquest  of  his  en- 
vironment and  toward  dominion  over  the  beasts.  This 
development,  however,  can  best  be  shown  by  following 
the  development  of  the  baby,  which  is  really  the  develop- 
ment of  the  race  thru  the  period  of  the  cave  home.  Many 
important  points  of  this  kind  are  actually  workt  out  when 
"^  all  practicable;  otherwise  a  clear  explanation  is  given; 
for  example: 

1.  The  manner  in  which  the  baby  was  named  is  of 
special  interest  to  the  children.  The  child's  first  prattle 
in  labial  attempt  to  say  something  sounded  to  his  parents 
like  "ab",  "ab",  "ab".  The  mother  repeated  the  syllable 
after  the  child;  the  father  had  laught  over  it;  they 
henceforth  referd  to  their  baby  as  "ab"  until  "Ab"  be- 
came his  name.  The  father's  name  was  "One  Ear",  a 
name  given  to  him  because  a  wild-cat  had  bitten  and 
scard  his  ear  when  he  was  a  little  boy.  The  mother's 
name  was  "Red  Spot",  a  name  given  to  her  because  she 
had  a  little  red  spot  on  her  shoulder.  When  Ab  was 
large  enough  to  play  out  of  doors  he  had  a  little  play- 
mate named  Oak.  When  Oak  was  a  baby,  his  mother 
had  been  accustomd  to  leave  him  in  a  little  cradle  woven 
into  the  branches  of  an  oak  tree  in  front  of  their  cave. 
He  was  named  for  this  tree.  Such  factual  material  given 
in  interesting  story  form  leads  the  children  to  the  general- 
ization that  all  people  living  in  the  stone  age  were  named 
from  some  mark,  habit  or  idiosyncrasy. 

2.  Social  life  among  the  cave  people  is  developt 
in  the  story  as  friendship  between  Ab  and  Oak.     Their 


24  STATE  NORMAI.  SCHOOI,, 

mutual  efforts  in  the  invention  of  the  trap,  which  in  the 
first  stage  was  a  pit,  are  full  of  interest ;  and  there  is  ac- 
tion enough  when,  the  pit  being  coverd,  a  young  rhin- 
oceros is  captured.  Through  the  suggestion  of  this  inci- 
dent the  children  are  led  to  construct  primitiv  traps,  to 
make  stone  axes,  and  mould  animals  from  clay. 

3.  The  use  of  fire  not  only  as  a  protection  from 
dangerous  animals  but  also,  gradually,  its  use  for  pur- 
poses of  cooking  and  even  purification  is  emfasized.  The 
improvement  in  man's  food  and  the  comfort  added  to 
man's  home  thru  the  introduction  of  fire  are  beyond  the 
comprehension  of  the  most  prolific  imagination.  Mr. 
Geiger  says :  "No  greater  conquest  has  ever  been  made. 
And,  if  we  admire  in  genius  not  only  superior  intellectual 
endowment  but  the  boldness  of  attempting  to  think  of 
what  has  never  been  thought  of  by  anyone  before,  it  was 
surely  an  act  of  genius  when  a  man  approacht  the 
dreaded  glow,  when  he  bore  the  flame  before  him  over 
the  earth  on  the  top  of  the  ignited  log  of  wood — an  act 
of  daring  without  a  prototype  in  the  animal  world,  and  in 
its  consequences  for  the  development  of  human  culture 
truly  immesurable." 

4.  The  problem  of  producing  fire  is  presented  to 
the  children  in  connection  Avith  the  flood  which  came 
down  and  swept  the  fire  from  the  door  of  Ab's  cave.  This 
event  is  followd  by  the  gradual  invention  of  the  fire-drill. 

5.  The  domestication  of  animals  is  brought  about 
in  connection  with  the  development  of  the  trap  and  the 
invention  of  the  bow  and  arrow.  By  means  of  the  hunt, 
the  barbecue,  primitiv  testing  of  strength,  primitiv  games, 
visiting  the  shell  people  and  learning  from  them  the  art 


GREELEY,  COLORADO.  25 

of  swimming  and  the  industry  of  fishing,  the  development 
of  social  relations  among  the  cave  people  is  still  further 
illustrated.  In  the  social  circle  of  the  home  the  little 
child  has  his  part ;  he  likes  to  bild  any  kind  of  rude  house 
with  blocks  or  sticks  or  stones ;  in  his  play  he  carries  on 
the  household  industries  of  cooking,  sewing,  making. 
Things  like  this  which  our  children  can  do,  furnish  the 
data  in  the  light  of  which  they  can  understand  how  other 
people  have  livd  and  workt.  To  give  little  children  the 
history  of  the  high  stage  of  civilization  would  be  folly. 
Their  own  life  is  simple  and  they  can  be  appeald  to  only 
by  the  simple  phases  of  other  human  experiences.  These, 
they  may  make  their  own  by  doing;  and  in  this  way  the 
industries  which  give  them  shelter,  food  and  clothing 
gain  a  significance  otherwise  unattainable. 

6.  For  the  sake  of  vivifying  this  life  still  further  a 
frieze  of  pictures  representing  cave-life  and  activities  is 
constructed.  These  pictures  are  drawn  in  colored  chalk 
crayon  by  the  teachers  upon  large  sheets  of  white  water- 
color  paper.  The  first  picture  represents  the  baby  lying 
under  the  beech  tree,  with  the  cave  in  the  distance  and  the 
river  flowing  by;  second,  the  mother  in  the  tree,  the 
hyena  approaching,  the  father  in  the  distance;  the  third, 
Ab  and  Oak  throwing  stones  into  the  river ;  the  fourth, 
the  pit  with  the  angry  rhinoceros-mother  and  cave  tiger 
near  by,  and  so  on.  These  drawings  as  soon  as  completed 
are  placed  above  the  blackboard  in  such  a  way  as  to  form 
a  connected  border,  finisht  at  the  top  by  a  narrow  mould- 
ing of  wood. 

The  last  picture  in  the  series  above  mentiond  is  a 
representation  of  a  lake-dweller's  village  which  we  use  to 
introduce  the  next  historical  subject;  namely,  the  lake- 


26  state;  normai,  schooi,^ 

dwellers.  This  subject  is  taken  up  in  the  winter  term, 
workt  out  on  the  sand  table,  and  pictured  on  the  black- 
board, further  emfasizing  the  dependence  of  the  world 
upon  labor  for  food,  clothing  and  shelter,  and  showing 
the  transition  from  stone  to  bronze  in  the  making  of  im- 
plements. 

As  space  will  not  permit  greater  detail  in  the  work 
of  the  third  term,  a  mere  statement  of  important  points 
which  are  brought  out  in  the  life  of  the  lake-dweller  and 
related  to  the  child's  experience  is  given. 

Climate — The  gradual  change  until  it  approximates 
that  of  the  present  time. 

Animals — The  passing  of  the  mammoth,  the  cave 
bear  and  hyena;  the  northward  migration  of  reindeer, 
chamois,  and  allied  forms;  the  domestication  of  various 
animals  which  take  the  place  of  wild  animals  in  the  life 
of  man. 

Home — The  novelty  of  lake  dwellings — lifted  upon 
piles  and  platforms  out  of  the  water,  the  use  of  draw- 
bridges as  protection  from  enemies ;  the  floor  of  clay  and 
gravel;  the  sand  stone  berth;  the  trap  door  thru  which 
fish  were  caught  and  refuse  disposed  of. 

Food — Fish,  wild  duck,  geese,  swan,  milk  from 
their  domestic  animals,  wheat  bred  baked  upon  hot 
stones,  apples,  pears,  blackberries,  raspberries,  strawber- 
ries, etc. 

Clothing — Garments  made  of  flax,  bronze  hair  pins, 
beads  of  glass  and  bone,  ornaments  of  wolves'  teeth, 
bracelets  and  the  like. 


GREELEY,  COLORADO.  27 

Industries — Fishing  and  hunting,  the  manufacture 
of  implements  and  weapons,  the  weaving  of  cloth  upon 
their  simple  loom. 

Having  obtaind  in  the  winter  term  a  constructiv 
idea  of  the  lake-dweller's  life  we  take  up  in  the  spring 
term  a  study  of  the  cliff-dwellers  and  pueblos  of  our  own 
country.  First,  attention  is  given  to  the  region  in  which 
these  remains  are  found,  the  canons  and  mesas  being 
studied  with  a  view  to  their  fitness  for  the  purpose  of 
these  people.  Then  attention  is  given  to  the  materials 
with  which  they  bild.  The  children  are  finally  encour- 
aged to  model  cliff-dwellings  in  clay ;  and  the  inhabitants 
are  either  modeld  from  the  same  material  or  else  cut 
from  paper.  Much  emfasis  is  placed  upon  expression, 
oral  and  written — in  drawing,  bilding  or  acting. 

BIBLIOGRAFY. 

1.  Dopp :     The  Place  of  Industries  in  Elementar}r 

Education,  Rand. 

2.  Thwing :     The  Primitiv  Family,  Lothrop. 

3.  Mason :     Origins  of  Inventions,  Scribner. 

4.  Viollet:     Homes    and     Habitations    of    Man, 

Scribner. 

5.  Joly:     Man  Before  Metals,  Appleton. 

6.  Taylor:     Primitiv  Culture,  Holt. 

7.  Morgan :     Primitiv  Society,  Scribner. 

8.  Spencer :     The  Evolution  of  the  Family,  Pop- 

ular Science  Monthly,  Vol.   XL 

9.  Dopp :     Some  Steps  in  the  Evolution  of  Social 

Education.         The      Elementary      School 
Teacher,  Jan.,  1903. 


28  STATE  NORMAIv  SCHOOL^ 

SECOND  GRADE. 

DORA  IvADD  KEYES,  TRAINING  TEACHER. 

History  in  the  third  grade  of  our  school  consists  of 
a  study  of  pastoral  and  agricultural  life,  following  the 
study  made  in  the  second  grade  of  the  hunting  and  fishing 
periods.  During  the  first  term,  by  means  of  stories,  hand 
work,  and  dramatization,  the  children  enter  into  the  in- 
terests and  activities  of  early  Aryan  life.  A  study  of 
ancient  Hebrew  pastoral  and  agricultural  life  occupies 
the  first  half  of  the  second  term,  followd  by  work  on 
kindred  activities  as  they  are  now  carried  on  in  Colorado 
and  other  western  states. 

The  first  two  weeks  of  the  first  term,  given  to  a 
careful  review  of  the  "Story  of  Ab,"  are  always  profita- 
ble. Each  year  there  are  a  number  of  second  graders  who 
are  in  the  school  for  the  first  time  and  who  know  nothing 
of  Ab.  As  we  try  to  make  the  work  continually  com- 
parativ,  it  is  very  necessary  that  all  know  the  leading 
points  of  the  story.  The  children  who  come  to  us  from 
the  first  grade  of  our  own  school  now  have  a  better  per- 
spectiv  of  the  story,  and  they  take  great  pleasure  in  bring- 
ing home  to  the  little  strangers  its  most  significant  fea- 
tures. 

As  we  then  proceed  with  the  story  of  Aiva,  the 
Aryan  lad,  the  children  will  realize  that  he  represents 
both  a  higher  stage  of  civilization  and  one  that  is  still  pro- 
gressing. They  will  learn  that  he  enjoys  a  better  home, 
better  clothing,  and  a  greater  variety  of  foods ;  that  he  is 
primarily  a  shepherd  and  a  farmer,  and  only  incidentally 


GREELEY,  COLORADO.  29 

a  hunter,  and  that  the  activities  of  his  household  are  much 
more  compHcated.  They  will  learn,  too,  that  with  the 
assurance  of  a  living — an  assurance  that  grows  out  of 
the  possession  of  grain  fields,  flocks  and  herds — comes 
the  opportunity  for  development  of  intellectual  life  and 
art ;  that  the  discovery  of  copper  and  bronze  reveals  new 
possibilities  of  culture.  The  children  will  find  that  Aiva, 
like  Ab,  belongs  to  an  inventiv  family.  It  will  be  seen 
that  the  rebilt  Aryan  home  is  an  improvement  over  the 
old  one  in  many  ways.  We  shall  also  give  his  people 
credit  for  the  invention  of  the  mill,  the  churn,  clay  tiles, 
the  plow,  and  the  ox-cart.  The  spirit  of  the  Aryan  na- 
ture-worship will  be  constantly  imprest  thru  the  entire 
term's  work,  so  that  the  children  may  realize  that  Aiva 
knows  what  Ab  only  felt  in  a  vague  way — that  he  owes 
life  and  happiness  and  consequently  gratitude  to  Agni, 
the  beneficent  spirit  of  the  sun.  Our  aim — to  have  the 
children  thoroly  appreciate  the  significance  of  all  of  these 
new  elements  of  culture  as  the  work  advances — justifies 
the  emfasis  put  on  the  review  of  Ab,  the  more  primitiv 
type,  at  the  beginning  of  the  term. 

Miss  Katherine  E.  Dopp  in  "The  Place  of  Industries 
in  Elementary  Education,"  makes  a  statement  which  is 
very  significant  as  it  indicates  how  the  transition  from 
the  hunting  to  the  pastoral  stage  was  made :  "Man  finds 
that  by  establishing  sympathetic  relations  with  the  grass- 
eating  animals  he  can  live  on  a  smaller  area  than  by 
hunting  them."  Our  first  stories  therefore,  deal  with  the 
invention  of  traps  and  the  capture  of  small  animals  by  the 
women  and  children,  the  taming  of  the  young,  and  the 
use  of  these  tame  animals  for  food  in  times  of  scarcity, 
a  procedure  which  makes  a  decided  impression  on  the  men 


30  STATE  NORMAL  SCHOOL^ 

and  leads  them  to  take  up  the  problem  of  domestication. 

Another  quotation  from  the  same  book  will  serv  to 
make  clear  the  relation  between  the  pastoral  and  the  ag- 
ricultural periods  and  to  justify  us  in  combining  the  two 
periods  as  we  do.  Miss  Dopp  says :  "In  many  cases  do- 
m.estication  of  animals  by  man  and  cultivation  of  plants 
by  woman  developt  side  by  side.  The  complete  transition 
from  the  pastoral  to  the  agricultural  is  made  when  man 
takes  it  up  and  brings  to  bear  on  it  his  superior  technol- 
ogical skill  developt  in  contests  with  wild  animals,  and 
his  greater  power  to  specialize."  The  children  are  given 
a  hint,  however,  of  the  more  strictly  pastoral  period, 
which  preceded  Aiva's  pastoral-farming  existence,  in  the 
stories  told  to  Aiva  by  his  white-haird  grandfather,  the 
patriarch  of  the  household.  When  this  old  man  was  a 
little  boy,  he  had  livd  in  a  tent  and  had  moved  about  from 
place  to  place,  finding  new  pasture  for  the  flocks.  There 
were  no  herds  of  cattle  to  care  for,  for  cattle  cannot  en- 
dure the  hardships  of  nomadic  life,  and  they  do  not  be- 
come an  important  factor  in  a  people's  life  until  a  settld 
stage  has  been  reacht.  Aiva's  grandfather  knew  nothing 
of  farming.  His  mother  knew  nothing  of  how  to  spin 
and  weave  the  sheep's  wool  into  cloth.  But  we  must 
Itave  the  grandfather  to  his  reminiscences  and  return  to 
Aiva  and  the  problems  of  his  activ  life. 

An  interesting  event  in  connection  with  the  early 
part  of  our  work  is  an  excursion  to  "Stand-pipe  Hill"  to 
find  a  suitable  location  for  the  bilding  of  our  Aryan 
home.  There  must  be  a  suggestion  of  hills  waving  with 
long  mountain  grass,  of  valleys  of  wheat  and  barley,  of 
ravines  and  noisy  mountain  torrents,  and  the  house  it- 
self must  be  bilt  against  a  cliff.     We  gather  and  cut 


GREELEY,  COLORADO.  3 1 

branches  for  the  walls  and  chimney  and  choose  with  care 
four  stout,  forkt  sticks  for  the  corner  supports.  No 
nails,  of  course,  can  be  used,  and  so  plenty  of  clay  must 
be  prepared.  We  take  our  lunches  and  remain  on  the 
hill  during  the  noon  hour.  We  make  observations  of 
the  various  things  we  have  to  eat,  and  decide  just  which 
of  them  Aiva  probably  had  as  well.  Then  we  tell  riddles, 
fairy  stories  ,and  fables.  I  have  never  seen  equald  else- 
where the  natural,  spontaneous  story-telling  with  which 
the  children  delight  us  on  these  occasions.  After  many 
hours  of  faithful  work  after  school,  Aiva's  house,  with 
its  triangular  doorway,  tall  chimney,  thatcht  roof  and 
floor  mats  of  woven  rushes,  reaches  completion. 

The  golden  days  of  September  afford  us  the  best 
opportunity  for  out-door  dramatization,  and  so  the  study 
of  early  rites  and  customs  attending  agricultural  labors 
is  given  in  this  month.  The  threshing  of  the  grain  and 
the  making  of  flour  lead  us  easily  into  a  study  of  activities 
and  life  within  the  home  during  October.  The  last  month 
of  the  term  is  used  for  a  study  of  Aiva's  relations  with 
his  sheep  and  his  shepherd  dog,  and  of  his  social  relations 
with  other  shepherds.  As  their  Thanksgiving  exercise 
the  children  are  about  to  plan  a  simple  Shepherd's  Shear- 
ing Festival  which  will  be  a  summary  of  the  month's — 
and,  in  a  way — of  the  whole  term's  work. 

The  work  given  in  September  this  year  was  prac- 
tically the  same  as  that  which  formd  the  basis  for  last 
year's  "Aryan  Thanksgiving  Festival."  The  primitiv 
Aryan  personification  and  worship  of  natural  forces  were 
very  closely  identified  with  work  with  the  soil.  Tradition 
taught  that  it  was  dangerous  to  disturb  the  earth.  The 
angry  earth  spirit  must  be  propitiated  and  the  aid  of  bene- 


32  STATE  NORMAL  SCHOOL, 

ficiet  spirits  invokt.  So  strong  was  the  traditional  belief 
in  the  earth's  hostility  to  cultivation  that  we  are  not  sur- 
prised to  find  in  a  large  number  of  these  ancient  customs 
the  element  of  human  sacrifice.  These  customs,  however, 
were  carefully  excluded  from  our  list,  and  we  found  that 
we  still  had  plenty  that  were  genuinly  historical  and  yet 
unobjectionable  for  the  children.  These  attitudes  of 
mind,  growing  out  of  man's  early  struggle  with  nature 
and  his  attempt  to  utilize  her  forces,  have  had  a  tremend- 
ous influence  in  the  history  of  the  race,  and  that  they  still 
persist  in  the  minds  of  the  children  of  today  we  cannot 
doubt. 

''Beliefs  that  ruled  man  long  ago. 
Within  our  actions  oft-times  show ; 

The  habits  of  primeval  days, 
Still  close  beset  our  modern  ways; 
And  thoughts  we  scorn  with  boast- 
ful pride. 
Our  steps,  unconscious,  guide." 

The  agricultural  festival  of  last  year,  which  summar- 
ized the  daily  work  of  several  weeks,  was  prefaced  by  an 
explanation  which  the  children  composed  for  their  visit- 
ers :  "Some  people  think  that  there  never  was  a  Thanks- 
giving until  after  the  Pilgrims  came  to  this  country.  The 
children  in  our  room  have  been  learning  that  many,  many 
years  before  the  Pilgrims  livd,  Aiva  and  his  Aryan  peo- 
ple in  their  home  across  the  sea,  rejoiced  in  their  bountiful 
harvest  and  held  Thanksgiving.  Our  program  this  morn- 
ing is  in  three  parts.  First,  we  shall  show  you  how  these 
people  prepared  for  and  planted  their  crops.  In  Part  II 
you  will  see  how  the  crops  were  made  to  grow.    We  want 


GRKELKY,  COIvORADO.  33 

};ou  to  be  sure  to  understand  that  the  rhymes  in  Parts  I 
and  II  were  made  by  the  children.  In  Part  III  we  shall 
show  you  how  the  harvest  was  celebrated." 

In  Part  I  the  children  assumed  the  characters  of 
Aiva's  family  and  his  clansmen.  They  anxiously  waited 
for  the  disappearance  of  the  Pleiads  before  sunrise  as  a 
sign  that  it  was  time  to  plant.  Word  was  then  sent  to 
Wise  Old  Man,  for  he  alone  could  determin  the  direction 
of  the  first,  the  sacred  furrow.  Following  the  digging 
cf  this  furrow,  the  Wise  Old  Man  had  five  persons  kneel 
in  line  by  it;  to  each  of  these  he  gave  seven  grains  of 
wheat  which  were  planted  after  seven  clods  of  earth  had 
been  thrown  up  high.  When  this  solemn  rite  was  over, 
all  of  the  children  skipt  merrily  about  scattering  grain. 

Here  is  a  rime,  illustrativ  of  the  children's  co- 
operativ  effort: 

"When  the  twinkling  Pleiads  go  out  of  sight 
Ere  morning  breaks  over  hill  and  plain. 
To  the  Wise  Old  Man  Aiva  takes  his  flight — 
For  now  'tis  time  to  plant  our  grain." 

Part  II  consisted  of  a  variety  of  rythmical  move- 
ments, designd  to  produce  effects  beneficial  to  the  crops, 
such  as  tapping  to  secure  rain,  reaching  and  jumping  as 
high  as  they  wisht  the  grain  to  grow,  and  swaying  as 
they  hoped  to  see  it  sway  in  the  glorious  autumn.  They 
threw  a  sack  of  meal  to  stop  the  wild  blowing  of  the 
wind. 

"How  hungry  your  child  at  home  must  feel,  O  wind, 
O  wind,  that  blows  so  wild ! 

We  throw  you  a  sack  of  nice  yellow  meal,  go  home 
and  feed  that  to  your  poor  little  child." 


34  STATE  NORMAL  SCHOOL^ 

Nor  did  the  children  forget  to  invoke  the  aid  of 
Agni,  the  giver  of  hght  and  heat.  When  the  children  in 
the  preparation  of  this  work  had  been  askt  what  we 
should  now  do  to  make  our  crops  grow,  one  embryo 
Greeley  farmer  announced  that  we  must  "irrigate  and 
cultivate"  them,  but  another  child,  who  was  living  in 
spirit  with  Aiva,  replied,  "We  must  pray  to  Agni  and 
ask  him  to  bless  our  crops." 

The  last  part  of  the  exercise  began  with  the  reciting 
of  an  ancient  Aryan  "Hymn  to  the  Demons."  It  was  re- 
cited in  low,  weird  tones  with  appropriate  actions  by  four 
crouching  boys  who  ended  by  scampering  out  of  sight: 

"When  the  corn  grows,  then  the  demons  hiss ;  when 
the  shoots  sprout,  then  the  demons  cough ;  when  the  stalks 
rise,  then  the  demons  weep;  when  the  thick  ears  come, 
then  the  demons  fly." 

The  preparations  for  the  harvest  procession  demand- 
ed considerable  hand-work  by  the  children.  They  made 
crowns  of  raffia  and  corn  tops  and  fastend  many  strings 
of  corn  into  heavy  chains.  Great  armfuls  of  wheat  were 
brought  from  the  country  homes,  and  the  children  gath- 
erd  from  our  school-garden  an  abundance  of  pumpkins 
and  other  vegetables.  The  procession  ended  by  forming 
in  double  file,  and  after  the  corn  doll  had  been  placed  on 
the  sheaf  of  wheat  and  crownd,  the  children  knelt  and 
gave  Agni  a  prayer  of  thanks  for  their  bountiful  harvest. 
The  offerings  were  then  laid  at  the  base  of  the  sheaf, 
after  which  the  children  formd  in  couples  and  ended  the 
festival  with  a  Harvest  Folk-dance. 

The  second  month  brings  us  to  a  consideration  of 
activities  within  the  home,  such  as  bredmaking,  churn- 


GREEIvEY,  COLORADO.  35 

ing,  spinning,  weaving,  making  and  decorating  clay 
dishes.  The  children  are  delighted  to  hear  how  Aiva, 
watching  his  mother's  whirling  spindle,  is  inspired  to  in- 
vent a  new  toy — a  top.  They  appreciate,  also,  the  in- 
troduction of  a  house  pet,  the  cat,  of  whose  arrival  it  is 
said :  "Its  first  treaty  of  peace  and  amity  with  man  goes 
back  to  those  prehistoric  times  when  men  first  began  to 
store  up  grain  for  the  future.  The  cat  became  the  de- 
fender of  the  hoard."  The  children  rejoice  with  Aiva. 
when,  after  some  pieces  of  copper  and  tin  had  fallen  in 
the  fire  and  were  melted  together,  he  finds  that  the  new 
material,  bronze,  can  be  given  an  edge  as  sharp  a.-,  flint 
and  yet  does  not  bend  like  copper.  The  advance  from 
picture  writing  to  the  use  of  symbols  is  shown  in  the 
story  of  the  great  bronze  horn,  sacred  to  Agni,  upon 
which  the  Wise  Old  Man  carves  chariot  wheels,  swastikas 
and  other  sun  signs.  The  destruction  of  the  house  by 
storm  gives  the  children  a  chance  to  use  their  const^uctiv 
imagination  in  suggesting  various  improvements  for  the 
new  house.  In  this  concrete  presentation  of  home  ac- 
tivities, we  find  many  opportunities  to  bring  to  the  chil- 
dren an  appreciation  of  those  moral  virtues  that  were  the 
foundation  stones  of  the  Aryan  household — reverence,  re- 
spect for  authority,  loyalty,  mutual  affection  and  co-'>per- 
ation. 

The  stories  of  Aiva's  life  as  a  shepherd  lad  contain 
many  significant  elements.  The  children's  own  observa- 
tions form  the  basis  for  the  discussion  of  the  habit'?  and 
characteristics  of  sheep  and  the  care  which  they  demand. 
Their  qualities  of  gentleness,  trustfulness,  and  willingness 
to  follow  their  shepherd  may  become  ideals  for  the  shep- 
herd boy  himself,  while  their  timidity  and  helplesstiess  in 


36  STATE  NORMAL  SCHOOI., 

times  of  danger  make  constant  demands  on  him  for  fore- 
sight, resource fuhiess,  courage,  and  strength 

In  addition  to  this  humanizing  influence  seen  in 
Aiva's  relations  with  his  sheep,  we  find  new  intellectual 
social,  and  artistic  elements  entering  into  shepherd  life. 
It  becomes  necessary  to  learn  to  count,  to  tell  time,  and 
tc  study  the  hevenly  bodies.  In  the  circle  of  shepherds 
drawn  together  while  the  flocks  are  drinking  and  resting, 
the  more  intellectual  forms  of  play  are  developt.  Story- 
telling, music,  poetry,  and  the  dance  are  given  a  great 
impetus. 

Play,  so  vital  a  factor  in  every  child's  life,  is  closely 
linkt  with  the  pastoral  period.  Such  serious  practical  ac- 
tivities as  running,  jumping,  rock-throwing,  stilt-walk- 
ing, leaping  and  vaulting  are  transformd  into  games  and 
contests  in  times  of  recreation.  The  children  reproduce 
these  games  of  old  on  the  play-ground. 

To  many  persons,  the  term  "pastoral"  calls  up  a  vis- 
ion of  life  of  idyllic  loveliness  and  peace,  but  history  re- 
veals the  stern  fact  that  the  pastoral  period  is  a  period  of 
warfare.  Any  one  at  all  familiar  with  the  history  of  the 
sheep  and  cattle  industries  in  our  western  states  will  not 
question  the  truth  of  this  statement.  Hence  there  is  no 
ground  for  fearing  that  our  second  graders,  fresh  from 
Ab's  strenuous  and  exciting  experiences,  will  find  those 
that  we  have  to  offer  tame  and  uninteresting.  Aiva  not 
only  had  wild  animals  to  attack  or  repel,  all-night  storms 
tc  encounter  and  mob-mad  sheep  to  pacify  and  save,  but 
he  plays  a  big  part  in  exciting  sham  battles,  all  of  which 
experiences  the  children  enter  into  thru  their  own  dra- 
matic play. 

The  term's  work  closes  with  the  story  of  the  migra- 


GREElvEY,  COIvORADO.  .  37 

tion,  when  Aiva's  people  move  down  the  great  mountain 
slopes  to  the  rich  plains  of  the  Indus,  where  it  is  not  so 
cold  and  where  they  can  always  depend  on  having  crops 
and  fine  pasture.  The  early  steps  in  the  evolution  of  the 
ox-cart  are  here  presented.  The  new  country  and  its 
people,  their  conquest  by  the  invaders,  leading  to  the 
beginning  of  serfdom  and  lordship,  their  permanent  set- 
tlement on  the  rich  agricultural  lands,  the  changes  made 
in  the  bilding  of  their  houses,  which  are  no  longer  scat- 
terd  far  and  wide — all  of  these  points  are  briefly  consid- 
erd.  The  new  possibilities  for  progress  and  culture  here 
hinted  at  will  serve  as  a  basis  for  the  transition  to  the 
history  of  the  fourth  grade — early  village  life. 

The  work  of  the  first  term,  here  somewhat  extensiv- 
ly  discust  forms  a  rich  back-ground  for  the  work  that 
follows,  a  brief  description  of  which  will  suffice.  The  first 
six  weeks  are  given  to  Hebrew  stories,  all  of  which  are 
made  to  center  around  the  personality  of  the  shepherd 
boy  David,  whose  simple  life  spent  in  the  faithful  care  of 
his  father's  sheep  becomes  very  significant  in  the  light  of 
his  future  glory.  His  visit  to  Saul,  his  anointing  by 
Samuel,  and  his  final  crowning  as  king,  are  the  main 
events  of  his  career  to  be  emfasized,  other  stories  be- 
ing introduced  in  organic  relation.  For  example,  the 
story  of  "The  Deluge"  is  told  to  David  one  day  when  he 
asks  his  older  brother  for  an  explanation  of  the  rain-bow 
that  they  behold  arching  the  sky  as  they  emerge  from  the 
covert  to  which  a  storm  had  driven  them ;  as  David  and 
his  mother  in  their  Bethlehem  home  watch  the  long  line 
of  gleaners  returning  at  sun-down,  she  proudly  tells  him 
the  story  of  his  great  grandmother,  Ruth ;  and  after  the 
day  of  anointing,  when  David  and  his  father  hold  serious 


38  STATE  NORMAL  SCHOOL, 

conversation  on  the  house-top,  Jesse  gives  him  ideals  for 
his  future  Hfe  by  telling  him  of  great  kings  and  leaders  of 
old.  The  week  before  Christmas  the  continuity  of  our 
work  is  broken  in  order  to  give  the  story  of  the  Christ- 
Child.  Altho  he  came  hundreds  of  years  after  David 
livd,  he  was  born  in  David's  Bethlehem  home,  and  of 
David's  own  line,  and  David  himself  seemd  to  have  a 
revelation  of  his  coming.  This  work  with  the  Bible  stories 
is  completed  by  a  study  of  the  idealization  of  shepherd 
life  as  found  in  that  literary  gem — the  Twenty-third 
Psalm. 

One  of  our  chief  aims  in  teaching  history  would  be 
unrealized  if  the  children  faild  to  appreciate  the  truth  that 
the  forces  of  civilization  that  were  at  work  hundreds  of 
years  ago  are  still  at  work,  though  under  changed  condi- 
tions. To  the  thought  so  frequently  exprest  by  the  chil- 
dren that  "things  were  so  very  different  then,"  must  be 
added  the  thought  that  "after  all,  the  things  we  do  and 
have  today  had  their  beginnings  then."  Only  in  this  way 
can  the  children  gain  any  conception  of  the  continuity  of 
civilization  and  of  their  race-inheritance.  For  this  rea- 
son it  seems  appropriate  to  close  our  study  of  this  his- 
torical period  with  a  presentation  of  its  activities  as  they 
are  carried  on  at  the  present  time  in  our  region.  The 
experiences  of  a  Chicago  boy,  who  comes  to  live  on  a 
Colorado  sheep  ranch  and  who  later  goes  out  on  the  open 
range  with  a  Mexican  herder,  supply  a  basis  for  our  work. 
As  one  might  expect,  mythical  and  literary  elements  now 
disappear,  and  the  study  assumes  a  more  strongly  indus- 
trial aspect.  The  hand-work  receives  special  attention 
£t  this  time,  as  a  separate  period  is  now  devoted  to  weav- 
ing, including  the  construction  of  looms,  the  invention  of 


GREEI.EY,  COLORADO.  39 

shuttles,  battens,  stretchers  and  tredles,  the  dyeing  of 
wool,  the  making  of  designs,  and  the  weaving  of  ham- 
mocks and  rugs.  Here  we  have  one  of  the  most  ideal 
illustrations  that  the  school  affords  of  a  course  in  manual 
training,  which  represents  a  large  and  dignified  unit  and 
one  organically  related  to  the  course  in  history. 

BIBUOGRAFY. 

Dopp:  Place  of  Industries  in  Elementary  Educa- 
tion, Unicersity  of  Chicago  Press. 

Andrews :  Ten  boys  who  lived  on  the  road  from 
long  ago  till  now,  Ginn. 

Scott:     Organic  Education,  Heath. 

Le  Due:     Habitations  of  Man,  Osgood. 

Taylor :     Origin  of  the  Aryans,  Scribner. 

Mason :     Origin  of  Invention,  Scribner. 

Haddon:     The  Study  of  Man,  Putnam. 

Worsaae:     Danish  Arts,  Chapman  and  Hall. 

Wallaschek:     Primitiv  Music,  Longmans. 

Burdick :     Magic  and  Husbandry,  Otseningo. 

Herbst:  Tales  and  Customs  of  the  Ancient 
Hebrew,  Flanagan. 

Church :     Stories  from  the  Bible,  Macmillan. 

Heerman :     Stories  from  the  Hebrew,  Silver. 

Baldwin:     Old  Stories  of  the  East,  American. 

Knight:     The  Song  of  Our  Syrian  Guest,  Pilgrim. 

PICTURE  LIST. 

A.     Pastoral  Life. 

Brittany  Sheep — Bonheur. 
Goats  on  the  Mountain — Bonheur. 
Shepherd  and  Flock — Bonheur. 
Shepherdess — Millet. 


40  STATE  NORMAIv  SCHOOL^ 

Shepherd's  Evening  Song — Molitor. 

Sunset  Glow — Riecke. 

Lost — Schenck. 

Return  to  the  Barnyard — Troyon. 

A  Shower — Laugee. 
Sheep  Shearing — Millet. 
The  Shepherd's  Dog — Troyon. 
Shepherd  and  Sheep — Jaque. 

B.  Agricultural  Life. 

Ploughing  in  Nivernais — Bonheur. 

The  Gleaners— Millet. 

The  Sower— Millet. 

Oxen  Returning  from  Labor — Troyon. 

Return  of  the  Gleaners — Breton. 

End  of  Labor — Breton. 

Blessing  of  the  Harvest — Breton. 

Return  from  the  Field — Adam. 

The  Grass  Mowers — Dupre. 

Harvest  Time — Breton.  r 

Song  of  the  Lark — Breton.  ^ 

Haymaking — Dupre. 

C.  Home  Life. 
Girl  Spinning — Millet. 
Woman  Churning — Millet. 
A  Fascinating  Tale — Ronner. 
Milking  Time — Laugee. 
The  Spinners — Velasquez. 

D.  Old  and  New  Testament  Pictures. 
Calling  of  Abraham — Dore. 
Abraham  Journeying  in  Canaan — Dore. 


GREELEY,  COLORADO.  4I 

Abraham  Entertaining  the  Three  Strangers — Dore. 

Noah — Oppenheim. 

The  Rainbow— Millet. 

Selling  of  Joseph — Schopin. 

Joseph  Interpreting  Pharoah's  Dream — Dore. 

Joseph  Makes  Himself  Known  to  His  Brethren — 

Finding  of  Moses — Delaroche. 

Moses  Receiving  the  Two  Tables  of  Law — Ghiberti. 

Infant  Samuel — Reynolds. 

Child  Samuel  Presented  to  Eli — Opie. 

David  Playing  Before  Saul — Schopin. 

David  and  Jonathan — Dore. 

David  the  Shepherd — Gardner. 

Holy  Family — Reubens. 

Holy  Night — Correggio. 

Adoration  of  the  Shepherds — Credi,  Lorenzidi. 

Sistine  Madonna — Raphael. 

Madonna  of  the  Chair — Raphael. 

Mother  and  Child — Bodenhausen. 

Adoration  of  the  Magi — Botticelli. 

Adoration  of  the  Shepherds — Gaddi. 

The  Good  Shepherd — Murillo. 

Children  of  the  Shell— Murillo. 

The  Star  of  Bethlehem — Piglheim. 

The  Nativity — Hoffman. 

Worship  of  the  Wise  Men — Hoffman. 

The  Good  Shepherd — Plockhorst. 

Magi  on  the  Way  to  Bethlehem — Porteals. 

Childhood  of  Jesus — Hoffman. 


42  STATE  NORMAL  SCHOOIv^ 

THIRD  GRADE. 

DORA  LADD  KEYES,  TRAINING  TEACHER. 

Purpose :  To  introduce  the  children  to  a  more  sys- 
tematic study  of  community  life  including  its  more  sig- 
nificent  features,  such  as  differentiation  of  labor,  special- 
ized industries,  exchange  and  transportation  of  commod- 
ities, government,  etc.  The  course  aims  at  furnishing  the 
child  with  a  basis  for  interpreting  the  more  complex  ac- 
tivities of  his  own  environment. 

The  material  used  consists  of  a  story  of  early  Ger- 
manic village  life.  The  work  centers  in  the  experiences 
of  Wulf,  the  Saxon  boy,  who  represents  a  people  who 
have  reacht  a  higher  stage  of  social  evolution  than  those 
studied  in  the  earlier  grades. 

A.       THE  STOBY. 

The  story  as  outlined  for  the  grade  by  Professor 
Miller  may  be  considerd  under  the  following  topics : 

I      Wulfs  Appearance  and  Clothing. 

Wulf  is  tall  and  strong,  with  blue  eyes,  light  hair 
and  a  ruddy  skin.  Some  of  the  children  in  our  room  sug- 
gest in  their  appearance  their  kinship  with  this  Saxon 
boy.  Wulf  has  a  greater  variety  of  clothing  than  had  Ab 
or  Aiva.  In  addition  to  skins  and  woolen  clothing,  he 
has  linen,  silk,  velvet,  and  many  beautiful  ornaments 
that  his  brothers  of  long  ago  would  not  recognize — orna- 
ments made  of  gold,  silver,  glass,  amber,  and  iron. 

II.     Natural  Environment. 

Wulf  belongs  to  a  German  tribe  which  has  settld 
and  bilt  a  villag-e  of  huts  in  the  dense  forest  on  the  Rhine 


GREKlvDY,  COLORADO.  43 

River,  at  about  the  time  of  the  Roman  Conquest.  Some 
distance  up  the  stream  are  the  mountains  in  which  the 
precious  iron  is  mined.  Many  miles  below  his  village  is 
the  place  where  the  great  river  flows  into  the  sea — the 
sea  that  is  to  be  so  closely  linkt  with  Wulf's  adventure- 
ous  future. 

The  dark  forest  of  mistletoe-coverd  oaks,  beeches, 
and  firs  is  the  haunt  of  great  bears,  lynxes,  wild  boars, 
and  mysterious  were-wolves.  Rich  pastures  and  meadows 
surround  the  village.  In  addition  to  the  dog,  which  was 
Ab's  one  domestic  animal  and  the  sheep  and  cow,  which 
we  so  closely  associate  with  Aiva,  Wulf  rejoices  in  the 
possession  of  the  horse. 

III.  Home. 

Wulf's  home  is  one  of  many  which,  placed  together 
in  the  center  of  the  clearing,  form  the  village.  This  home 
presents  new  features  of  interest;  e.  g.,  the  palisade  sur- 
rounding the  low  hut,  the  rune-carved  door-way,  the 
wonderfully-woven  tapestries,  and  the  long  feast-hall 
with  its  walls  coverd  with  shields  and  weapons.  The 
strength  and  purity  of  the  family  ties,  especially  the  honor 
given  to  women,  are  emfasized. 

IV.  Practical  Activities  of  Village  Life. 

I.  Agricultural  Organisation.  The  children  have 
written  in  their  note-books  the  story  of  what  Wulf  told 
Uffen  about  the  land  as  he  drew  a  map  of  the  village  in 
the  sand  and  explaind  it  to  the  little  war-captiv  from  the 
northern  forest.  The  explanation  runs  as  follows : — 
"When  Elric,  my  grandfather,  was  a  boy  like  me,  all  the 
German  tribes  were  continually  moving  from  place  to 
place  with  their  few  flocks  and  herds,  just  as  you  have 


44  STATE  NORMAL  SCHOOL, 

tcld  me  your  tribe  is  doing  now.    The  women  did  most 
of  the  Httle  farming  that  was  done. 

"Pretty  soon  the  tribes  stopt  moving  so  often. 
There  were  many  more  people  than  there  used  to  be.  We 
could  not  spred  any  further  south  because  the  Roman 
legions  kept  pushing  our  people  back.  So  my  grand- 
father's tribe  discoverd,  as  did  all  the  strongest  and 
wisest  tribes,  that  they  must  settle  in  one  place  and  work 
the  same  land  over  and  over  again. 

"They  cleard  the  forest  and  cultivated  it.  When 
the  fields  gave  out,  they  were  used  for  grazing  land,  and 
new  stretches  of  woodland  were  cleard  for  cultivation. 
After  the  first  fields  had  lain  fallow  awhile  they  would  be 
cultivated  again. 

"All  this  land  that  stretches  away  from  us  in  every 
direction  is  ownd  in  common  by  the  freemen  of  my  vil- 
lage. Next  Wednesday,  the  day  of  Woden,  the  Mover, 
you  will  see  how  all  the  land  will  be  parceld  out  anew, 
the  men  choosing  by  lot.  Our  freemen  do  not  work  the 
fields  themselvs.     They  make  their  war  captives  do  that. 

"The  land  is  divided  into  three  parts  or  marks.  The 
central  part,  where  the  houses  are  bilt,  is  the  village  mark. 
The  land  under  cultivation  is  the  arable  mark.  The  sur- 
rounding woodland  and  pasture-land  is  cald  the  com- 
mon mark,  because  all  the  villagers  use  them  for  their 
cattle,  sheep,  and  pigs. 

"Run  with  me  now  to  the  top  of  that  hill.  Now  see 
how  the  gloomy  forest  spreds  like  a  belt  around  our  vil- 
lage. It  makes  a  boundary  between  us  and  our  neighbors 
and  enemies.  Do  you  see  that  great  tall  beech-tree  on 
which  is  carvd  an  eagle?     It  is  our  sacred  mark  tree. 


GREELEY,  COLORADO.  45 

Beyond  it  our  villagers  dare  not     go.       The     monsten 
Grendel  would  seize  us." 

2.  Government.  Two  points  are  to  be  emfasized 
here  in  connection  with  the  democratic  form  of  govern- 
ment that  prevaild.  The  first  is  in  regard  to  the  war- 
chief,  who  is  elected  by  the  freemen  from  their  own  num- 
ber and  who  exerts  his  authority  only  in  matters  of  war. 
The  war-chief  is  a  particularly  interesting  figure  because, 
as  we  shall  find  in  later  study,  he  becomes  the  ancestor  of 
the  lord  of  the  manor.  The  second  point  of  importance 
is  the  Moot  court,  which  the  children  compare  with  our 
Greeley  government. 

3.  Division  of  Labor.  In  Wulf's  village  we  find 
hunters,  tanners,  harness-makers,  boat-makers,  weavers, 
goldsmiths,  etc.  Wulf  himself  is  a  worker  in  iron  as  his 
father  before  him  had  been.  This  matter  of  Wulf's  oc- 
cupation emfasizes  a  fundamental  difference  between 
him  and  his  more  primitiv  brothers  who  were  "J^-^ks-of- 
all-Trades,"  as  the  children  exprest  it. 

Much  stress  is  laid  on  the  discovery  of  the  metal, 
iron,  as  its  relation  to  the  division  of  labor  is  very  im- 
portant. The  fact  that  iron  is  not  found  in  the  free  state 
in  nature  is  given  to  the  children  to  explain  the  lateness 
of  its  discovery  as  compared  with  that  of  copper.  The 
children  can  only  surmise  as  to  the  way  in  which  prim- 
itiv man  made  his  wonderful  discovery  of  this  most  valu- 
able of  all  metals.  It  may  have  been  thru  the  appearance 
of  a  piece  of  meteoric  iron,  as  described  in  "The  Iron 
Star,"  or  thru  the  accidental  smelting  of  some  iron  pyrites 
which  had  been  used  for  striking  flint  to  obtain  fire. 

In  a  discussion  of  the  causes  that  resulted  in  the  di- 


46  STATE  NORMAL  SCHOOL^ 

vision  of  labor  the  children  workt  out  the  following  inde- 
pendently with  the  exception  of  the  fourth,  in  which  they 
were  helpt  by  some  facts  as  to  the  length  and  complexity 
of  the  process  of  iron-working: — "a.  There  were  so 
many  more  things  to  do  than  in  Ab's  or  Aiva's  time. 
b.  There  were  more  people  to  do  things,  c.  One 
man  could  do  one  thing  so  much  better  than  another, 
d.  The  discovery  of  metals  had  much  to  do  with  the  di- 
vision of  labor.  The  process  of  iron-making  was  much 
longer  and  more  difficult  than  anything  that  men  had 
tried  to  do  before.  The  iron-worker  had  to  give  most  of 
his  time  to  that  one  thing.  People  who  could  not  work 
in  iron  were  so  anxious  for  the  weapons  that  they  were 
willing  to  provide  the  iron-worker  with  things  he  needed, 
in  exchange,  for  the  wepons." 

This  topic  of  specialization  in  labor  suggests  a  large 
field  for  study  in  the  evolution  of  tools. 

The  children  made  a  long  list  of  the  things  that 
Wulf  made  from  iron,  and  another  list  of  things  he  would 
need,  and  thus  it  was  imprest  upon  them  that  division  of 
labor  leads  to  trade. 

4.  Trade,  Travel  and  Transportation.  Ideas  of 
trade  are  introduced  thru  stories  of  expeditions  up  and 
down  the  river  to  barter  with  neighboring  tribes.  These 
ideas  are  enlarged  when,  as  the  story  progresses,  Wulf 
goes  down  to  the  mouth  of  the  river  and  becomes  a  mem- 
ber of  Sigurd's  village  by  the  sea.  He  now  comes  into 
touch  with  trade  on  a  larger  scale.  He  meets  traders 
who  have  brought  gold  from  the  Mediterranean  lands, 
silver  by  the  trade-route  of  the  Dnieper,  and  amber  from 
the  north  by  the  famous  Jutland  amber  route.     In  the 


GREELEY,  COLORADO.  47 

course  of  time  he  himself  sails  away  in  a  long-ship  to 
win  glory  and  welth.  He  visits  Norway  for  furs  and 
timber  and  brings  back  tin  from  Britain.  He  goes  to 
Spain  and  in  exchange  for  skins  of  bears,  silver  foxes, 
wolvs,  and  ermine,  amber  and  iron  he  secures  wonder- 
ful Etruscan  vases,  Roman  coins,  and  statuettes,  silks  and 
rugs  from  India  and  spices  and  perfumes  from  far  off 
Arabia. 

Trade  results  in  a  demand  for  more  accurate  stand- 
ards of  mesurements  of  distance,  weight  and  currency. 
While  the  subject  of  money  is  far  too  complicated  in 
many  of  its  aspects  for  third  grade  children,  a  simple  com- 
parativ  study  of  currency  in  the  various  stages  will  prove 
interesting  and  valuable.  We  find  skins  to  have  been  one 
of  the  earliest  forms  of  currency  in  the  hunting  stage, 
also  ornaments,  such  as  shells  and  teeth ;  sheep  and  cattle 
become  currency  in  the  pastoral  stage,  the  more  durable 
vegetable  products,  such  as  corn  and  wheat,  in  the  agri- 
cultural stage,  and  finally,  in  the  age  of  metals,  we  find 
a  coin  with  an  ox  stampt  on  it  accepted  as  an  equivalent 
to  the  value  of  an  ox.  Qualities  necessary  to  good  cur- 
rency can  be  simply  presented  to  the  children.  They  see 
that  meat  is  not  as  good  currency  as  skins  because  it  is 
too  perishable;  that  cattle  are  better  than  corn  because 
they  can  carry  themselvs  about.  In  connection  with  this 
quality  of  portability  it  amuses  the  children  to  hear  that 
when  copper  was  money  in  Sweden  merchants  had  to 
carry  around  wheel-barrows  for  pocket-books.  A  third 
quality  that  may  be  suggested  is  divisibility.  Metals  can 
be  melted  and  divided  anew  with  little  loss,  but  a  skin 
cut  in  pieces  has  not  the  same  value  as  it  had  before  the 
division. 


48  state:  NORMAIv  SCHOOIv, 

V.     Social  and  Artistic  Activities  of  Village  Life. 

1.  Language.  The  Runic  Alphabet  is  compared 
v/ith  Ab's  and  Aiva's  method  of  writing,  as  will  be  more 
fully  described  later.  A  study  is  made  of  the  derivation 
of  our  names  for  the  days  of  the  week  and  the  cardinal 
points,  and  many  words  in  our  every-day  speech  are 
traced  to  their  Saxon  origin. 

2.  Sports  and  games.  Wulf  is  fond  of  hunting, 
falconry,  and  wrestling.  He  plays  ball  and  tug-of-war. 
He  plays  checkers  and  chess  and  tells  riddles.  A  favorite 
game  of  our  children,  "Farmer  in  the  Dell,"  has  been 
traced  to  our  ancient  Teutonic  origin. 

3.  Feasts.  A  feast  in  Sigurd's  hall  is  described 
with  emfasis  on  its  lavish  hospitality  and  display,  the 
food  and  the  manner  of  serving  it,  and  the  entertainment 
supplied  by  the  music  of  the  harpers  and  the  stories  of 
the  saga-singers. 

B.     corre;IvATEd  work. 

1.  The  Making  of  History  Books.  This  work  was 
done  in  the  writing  period.  The  interest  of  the  children 
1/1  the  subject  matter,  combined  with  the  sense  of  perman- 
ence which  they  attacht  to  the  making  of  the  books,  re- 
sulted in  a  markt  improvement  in  penmanship  and  spell- 
ing. 

2.  Drazving.  The  children  made  for  their  books 
drawings  of  the  plan  of  the  village,  of  Wulf's  armor  and 
wepons,  and  of  his  long-ship.  They  made  a  series  en- 
titld  "Story  Books  of  Long  Ago,"  in  which  they  put 
drawings  illustrating  Ab's  method  of  story-telling, — pic- 
tures engraved  on  stones,  bones  and  horns.    Aiva's  stones 


O 


GREElvEY,  COLORADO.  49 

consisted  of  a  sign-message  about  a  hunt  and  sun-signs 
engraved  on  a  bronze  horn.  Wulf's  method  was  repre- 
sented by  a  doorway  carvd  with  runes,  with  a  copy  be- 
low of  the  Runic  Alphabet  as  found  in  the  Century  Dic- 
tionary. 

3.  Reading.  Selections  can  be  made  from  the 
ancient  sagas  that  will  be  suitable  for  the  children  to  read. 

4.  Pantomimes.  These  were  used  as  a  guessing 
game  in  review,  e.  g.  "Wulf  at  Work  in  His  Smithy," 
"Carving  Runes  on  the  Door,"  "How  Thorolf  Made  the 
Iron  Star  Fly  Into  a  Thousand  Pieces,"  etc. 

5.  Dramatisation.  Such  scenes  as  "The  Holding 
of  the  Moot-Court"  and  "The  Feast  in  Sigurds  Hall" 
may  be  dramatized.  Some  of  the  Norse  myths  are  also 
suitable.  The  dramatization  of  Balder,  presented  to  the 
third  grade  and  the  teachers  without  costuming  or  prop- 
erties, was  quite  worth  while. 

6.  Composition.  The  children  used  the  writing 
period  for  several  days  to  prepare  their  speeches  for  the 
aramatization  of  Balder.  Part  of  this  work  was  done  in- 
dividually, part  as  co-operativ  composition  and  part  was 
prepared  by  a  committee  of  three. 

7.  Stories.  As  there  seems  to  be  a  danger  of  making 
this  work  too  factual,  too  general  and  abstract,  and  as 
it  is  recognized  that  the  chronicle  story  lacks  certain 
requirements  for  artistic  story-telling,  it  was  decided  to 
enrich  the  course  by  the  introduction  of  good  literary 
material  wherever  possible.  We  create  situations  in  Wulf's 
life  which  call  out  the  telling  of  these  stories  to  him  and 
give  them  significance,  e.  g.,  his  visit  to  the  weaver's  is 


50  STATE  NORMAIv  SCHOOIv, 

made  the  setting  for  the  "Legend  of  the  Flax;"  as  the 
hunters  gather  around  their  midnight  fire  in  the  forest 
and  see  weird  forms  moving  in  shadows  beyond,  Wulf 
hears  of  how  Tin  bound  the  wolf  Fenris;  his  father 
in  the  smithy  tells  him  of  the  "forging  of  Thor's  Ham- 
mer" and  the  "Forging  of  Balmung,"  etc.  The  Norse 
myths  of  the  story  of  Siegfried  are  the  most  suggestiv 
sources  of  the  material.  Following  the  story  of  the  "Twi- 
light of  the  Gods,"  Van  Dyke's  beautiful  story  of  "The 
First  Christmas  Tree,"  is  particularly  appropriate.  A 
Christmas  program  might  be  pland,  using  a  dramatiza- 
tion of  this  story. 

8.  Physical  Training.  The  children  may  play 
many  of  the  games  that  were  familiar  to  Wulf.  Any  of 
the  following  German  and  Swedish  folk-dances  might  be 
workt  out:  Klapp  Dans,  Ring  Dance,  The  Gay 
Traveller,  The  Musicians,  Rabbit  in  the  Hollow,  Tailor's 
Dance,  Cobbler's  Jig,  Weaving  Dance,  Shoemaker's 
Dance,  The  Green  Mill,  The  Goddesses,  and  Sigurdsvaket 
(Sigurd's  Song). 

BIBUOGRAFY. 

Gummere :     Germanic  Origins,  Scribner. 

Tacitus :     Germania,  Macmillan. 

Kingsley :     Roman  and  Teuton,  Macmillan. 

Taylor:     Origin  of  the  Aryans,  Scribner. 

Adams:     Civilization  During  the     Middle     Ages, 

Scribner. 
Forrest:     Development    of    Western    Civilization, 

University  of  Chicago  Press. 
Mason:     Origins  of  Inventions,  Scribner. 
Hall,  J. :     Viking  Tales,  Rand. 


GREELEY,  COLORADO.  5 1 

Haddon,  Study  of  Man,  Putnam. 
True :     The  Iron  Star,  Little. 
Guerber:     Myths  of  Northern  Lands,  American. 
Mabie:     Norse  Stories,  Dodd. 
Morris :     Sigurd,  the  Volsung,  Little. 
Baldwin :     Story  of  Siegfried,  Scribner. 
Van  Dyke:     The  First  Christmas  Tree,  Scribner. 
Andrews:     Story  of  Wulf  (Ten  Boys),  Ginn. 
Scott:     Organic  Education,  Heath. 
Dopp:     Place  of  Industries  in  Elementary  Educa- 
tion, University  of  Chicago  Press. 
Hofer :    Popular  Folk  Games  and  Dances,  Flanagan. 


52  STATE)  NORMAL  SCHOOIy, 

FOURTH  GRADE. 

ETHEIv  DULIvAM^  TRAINING  TEACHER. 

Before  introducing  the  type  of  modern  community 
life  as  developt  in  the  settlement  of  our  own  town  of 
Greeley,  a  brief  summary  of  previous  work,  including 
a  comparison,  is  made  as  to  the  home,  food,  clothing,  oc- 
cupations, and  community  life  of  the  different  types  of 
primitiv  people  represented  by  Ab,  Aiva,  and  Wulf,  to 
develop  an  appreciation  of  the  advance  while  furthering 
a  comprehension  of  the  causes  and  processes  of  change  in 
civilization.  Wulf's  migrations,  the  formation  of  a  more 
complex  society,  and  the  communication  with  the  peoples 
of  continental  Europe  make  possible  the  conditions  for 
understanding  a  simple  presentation  of  the  stories  of  dis- 
covery, exploration,  and  settlement  of  our  own  country. 
With  the  development  and  knowledge  of  desirable  new 
places  for  homes  came  the  opportunity  for  people  to 
unite  in  forming  communities  where  like  ideals  of  home 
life,  education,  and  society  could  be  fosterd. 

As  an  introduction  to  the  study  of  modern  history,  the 
children  of  the  fourth  grade  use  the  story  of  the  founding 
and  development  of  Greeley.  The  founder  of  Greeley, 
Mr.  N.  C.  Meeker,  traveling  over  the  new  portions  of  this 
country  as  correspondent  for  the  New  York  Tribune,  of 
which  Horace  Greeley  was  editor,  was  so  delighted  with 
what  he  saw  of  Colorado  that  he  issued  a  call  in  this 
paper  for  the  formation  of  a  colony  of  "Temperance  men, 
ambitious  to  establish  good  society"  in  this  territory. 
From  that  time  down  to  the  present,  the  growth  of  the 
city  is  followed  by  the  children,     various     interesting 


GREElvEY,  COLORADO.  53 

phases  of  the  municipal  activities  being  workt  out  in  de- 
tail. 

The  points  in  the  following  outline  are  brought  out 
by  the  teacher's  narration,  by  talks,  stories,  and  anecdotes 
by  pioneers;  and  by  visits  to  the  Historical  Museum  and 
other  places  of  local  interest.  The  use  of  pictures,  maps, 
and  related  discussion  helps  in  making  this  work  a  real 
experience  in  the  lives  of  the  children,  while  it  develops 
a  keener  appreciation  of  the  privileges  they  share  in  this 
town.  It  is  also  hoped  that  this  work  arouses  in  these 
children  ideals  of  civic  righteousness  and  responsibility 
for  the  furtherance  of  "good  society."  This  outline  while 
city  is  followd  by  the  children,  various  interesting 
purely  local  in  character  is  given  to  show  one  method  of 
developing  this  phase  of  history, — a  plan  which  may  be 
adapted  to  meet  the  needs  of  other  localities. 

I.     Reading  of  Mr.  Meeker's  Call. 
a.     Discussion  as  to — 

I.     Points   considerd   desirable   in  a   location 
for  a  colony. 
People  desired  for  membership. 


Advantages  of  settling  in  a  village. 
Hardships  to  be  expected. 
Natural  resources  of  the  country. 
Mr.  Greeley's  endorsement  of  the  plan. 


II.     Meeting  at  Cooper  Institute. 

a.  Officers. 

b.  Organization, — reasons  for;  plan  adopted. 

c.  Appointment  of  locating  committee. 

1.  Persons  appointed. 

2.  Duties. 


54  STATE  NORMAL  SCHOOL, 

d.     Decision  as  to  membership  fee  and  use  of  fund. 

III.  The  Work  of  the  Locating  Committee. 

a.  Their  trip  to  "Spy  out  the  land." 

b.  Report  and  authorization  to  select  site  for  the 

Colony. 

c.  View  from  Standpipe  Hill  as  seen  in  1870. 
(Children  make  map  from  Mr.  West's  descrip- 
tion. ) 

d.  Points  that  secured  location  of  colony  here. 

e.  Laying  out  of  town  and  surrounding  country, 

by  Mr.  West  and  Mr.  Cameron.     (Children 
make  map.) 

f.  Building  of  ditches  No.  3  and  No.  2. 

g.  Naming  of  town. 

IV.  Story  of  Max  Clark's  Trip  to  Greeley. 

V.  Period  of  Disappointments  and  Struggles. 

a.  Attempt  to  encourage  manufactures. 
I.     Building  of  mill  power  canal. 

b.  Story  of  Mr.  Clark's  journey  for  seed. 

c.  Need  and  struggle  for  enlargement  of  irrigation 

ditches. 

d.  Attempts  to  secure  coal  and  lumber  in  the  vi- 

cinity. 

e.  Dairy  and  stock  association. 

f.  Tree  planting. 

g.  Grasshopper  plague. 

h.     Bilding  of  Colony  fence, 
i.     Only  saloon. 

j.     Struggle  with  Evans  over  county  seat, 
k.     People  who  helped  most  during  this  period  and 
the  benefits  secured. 


GREElyEY,  COLORADO.  55 

VI.  Mr.  Meeker's  Life  and  Work. 

a.  In  Greeley. 

b.  Friendship  with  Horace  Greeley. 

c.  Founding  of  Greeley  Tribune. 
I.     Its  objects  and  struggles, 

d.  Appointment  to  Indian  Agency. 

e.  White  River  massacre. 

VII.  Founding  and  Development  of  the  Public  Schooh 

and  the  Normal  School. 

VIII.  Growth  of  Churches,  Societies,  Clubs. 

IX.  Imitations  of  Union  Colony 
a.     Evans. 

1.  Comparison  with  Greeley. 

2.  Reasons  for  success  of  latter. 

X.  Outgrowths  of  Union  Colony. 

a.  Fort  Collins. 

b.  Colorado  Springs. 

c.  Longmont,  etc. 

XI. 


The  Greeley  of  To-day. 

a. 

Map. 

b. 

Population. 

c. 

Modern  Improvements. 

d. 

Industries. 

e. 

Occupations. 

f. 

Professions. 

g- 

Government. 

h. 

Farm  Products. 

56  STATE  NORMAL  SCHOOL, 

XII.     The  Greeley  of  the  Future. 

a.  What  improvements  can  be  made. 

b.  Reasons  for  growth  on  various  lines. 

BIBLIOGRAFY. 

Boyd:     A   History:     Greeley  and   Union  Colony, 

The  Greeley  Tribune. 
Clark:     Colonial  Days,  Smith-Brooks,  Denver. 
Howard :     Pen  Pictures  of  the  Plains,  The  Reed 

Publishing  Co.,  Denver. 
Snook :     Colorado   History  and   Government,   The 

Herrick  Book  and  Stationery  Co.,  Denver. 


GREElvEY^  COLORADO.  57 

FIFTH  GRADE. 

EUZABETH     HAYS    KENDEL,    TRAINING    TEACHER. 
ERNEST  HORN,  PROEESSOR  OF  SEMINARY  WORK. 

The  work  of  this  grade  consists  in  the  study  of  ( i ) 
the  Crusades,  (2)  the  attempt  to  find  a  new  route  to  the 
East,  and  (3)  the  resulting  discoveries.  The  work  of 
this  and  the  following  grade  is  intended  to  give  a  con- 
crete basis  for  the  study  of  American  history  as  well  as 
to  arouse  interest  in  various  types  of  life  that  are  helpful 
to  the  children. 

The  method  is  biografical,  the  above  material  being 
organized  about  the  following  characters :  Richard  I., 
Marco  Polo,  Prince  Henry  the  Navigator,  Columbus, 
and  Magellan. 

In  outline  the  course  is  as  follows : 

EIRST  TERM. 

Richard  I. 

1.  How  he  prepared  to  be  a  soldier. 

a.  This  should  include  the  study  of  the  life  in 
the  castle,  and  the  preparation  for 
knight-hood. 

2.  Why  he  decided  to  aid  in  winning  back  the  Holy 

Land. 

a.  Why  men  went  to  the  Holy  Land. 

b.  Why  the  Crusades  were  preacht. 

3.  How  he  became  king  of  England. 

4.  How  he  prepared  to  go  on  the  Crusade, 
a.     Accouterments. 


58  STATE  NORMAL  SCHOOL^ 

b.  Calling  upon  his  barons  for  aid. 

c.  Making  alliances  with  other  kings. 

5.  How  the  armies  were  united. 

a.  The  departure. 

b.  Sicily.     How  the  time  was  spent  in  making 

further  preparation  for  capturing  the 
cities  held  by  the  Turks. 

6.  How  the  voyage  was  made. 

a.     Incidentally    an    introduction    to    Mediter- 
ranean trade. 

7.  How  Acre  was  taken.     (This  siege  is  taken  as 

a  type.) 

8.  How  a  treaty  of  peace  was  made. 

9.  How  Richard  started  for  home,  and  was  taken 

prisoner. 

10.  How  he  was  made  free. 

11.  How  Richard  met  his  death. 

BIBLIOGRAFY. 

Douglas :     The  Heroes  of  the  Crusades,  Lothrop. 

Pyle:     Men  of  Iron,  Harper. 

Abbot:     History  of  Richard  the  First,  Harper. 

Scott:     The  Talisman,  Merrill. 

Scott:     Ivanhoe,  Heath. 

Poole:     Saladin,  Putnam. 

Archer  and  Kingsford :     The  Crusades,  Putnam. 

SECOND  TERM. 

Marco  Polo. 

1.  How  the  World  learnd  Marco  Polo's  story. 

2.  Why  he  decided  to  visit  the  East. 

3.  How  he  reacht  the  empire  of  Kublai  Khan. 


GREELEY^  COEORADO.  59 

a.  Thru  the  Arabian  Peninsula. 

b.  Thru  Persia  and  Turkestan. 

4.  How  the  khan  Hvd. 

a.  His  palace  and  hunting  ground. 

b.  His  court. 

5.  How  Marco  became  the  trusted  friend  of  the 

khan. 

6.  How  he  was  sent  abroad. 

China.     Japan.     Sumatra.     India.     Africa. 

7.  Why  the  khan  agreed  to  let  him  go  home. 

8.  How  he  reacht  home. 

9.  How  he  was  receivd. 

BIBLIOGRAFY. 

Towle :     Marco  Polo,  Lothrop. 

Johnson:     The  World's  Discoverers,  Little. 

Prince  Henry  the  Navigator. 

1.  What  his  purpose  was: 

a.  To  carry  Christianity  to  the  heathen. 

b.  To  find  a  way  to  India. 

2.  How  he  sent  men  out  to  discover  for  him. 

3.  How  his  work  brought  good  results. 

a.  Bartholomew  Diaz. 

b.  Vasco  da  Gama. 

BIBEIOGRAEY. 

Johnson:     The  World's  Discoverers,  Little. 
Beazley:     Prince  Henry  the  Navigator,  Putnam. 

Columbus. 

I.     How  Columbus  proposed  to  find  a  new  way  to 
India. 


60  STATE  NORMAL,  SCHOOI,, 

2.  What  Other  people  thought  of  his  plan. 

3.  How  he  gaind  support. 

4.  How  the  expedition  was  fitted  out. 

5.  How  he  crost  the  Atlantic. 

6.  What  he  found. 

7.  How  the  queen  and  king  receivd  the  news. 

8.  How  he  renewd  his  attempt  to  find  India. 

9.  How  he  was  imprisond. 

10.  How  he  made  a  last  attempt. 

11.  How  he  spent  his  old  age. 

BIBLIOGRAFY. 

McMurray :     Pioneers  on  Land  and  Sea,  Macmillan. 
Brooks  :     The  True  Story  of  Christopher  Columbus, 

Lothrop. 
Johnson:     The  World's  Discoverers,  Little. 
Elton:     The  Career  of  Columbus,  Educational. 

Magellan. 

1.  How  Magellan  became  interested  in  the  East. 

a.  Thru  his  stay  in  India. 

b.  Thru  his  voyage  to  Malacca. 

2.  How  he  pland  to  find  a  new  route  by  going  west. 

3.  How  the  passage  to  the  Pacific  was  found. 

a.  Explorations  on  the  coast  of  Brazil,  and  in 

the  South. 

b.  How  he  found  and  queld  a  mutiny. 

c.  The  strait, 

4.  Why  he  determind  to  continue  his  voyage  to 

India. 

5.  How  the  crews  sufferd  on  the  voyage. 

6.  How  the  East  was  reacht. 


GREElvEY,  COI.ORADO.  6l 

7.  How  Magellan  was  kild. 

8.  How  the  crews  reacht  home. 

9.  How  they  were  receivd. 

BIBUOGRAFY. 

McMurray :     Pioneers  on  Land  and  Sea,  Macmillan. 
Johnson:     The  World's  Discoverers,  Little. 


62  STATE  NORMAL  SCHOOL, 


SIXTH  GRADE. 

ELIZABETH     HAYS    KENDEL,     TRAINING    TEACHER. 
ERNEST  HORN^  PROFESSOR  OE  SEMINARY  WORK. 

The  work  of  this  grade  consists  in  the  study  of  the 
early  explorations  and  settlements  in  North  America. 
The  activities  of  the  nations  in  these  respects  are  taken 
up  in  the  following  order :  Spanish,  English,  Dutch,  and 
French. 

As  in  the  Fifth  Grade,  the  method  is  biografical,  the 
above  material  being  groupt  about  the  following  charac- 
ters: Cortez,  DeSoto,  Drake,  Raliegh,  Smith,  Standish, 
Hudson,  LaSalle,  Champlain. 

Cortez. 

1.  How  Cortez  spent  his  boyhood. 

2.  How  he  became  interested  in  the  New  World. 

3.  His  determination  to  seek  gold  in  Mexico.. 

4.  How  he  effected  a  landing. 

a.  Cozumel. 

b.  Tobasco. 

c.  Vera  Cruz. 

5.  He  hears  about  Montezuma. 

6.  How  he  prevented  a  mutiny. 

7.  How  he  reacht  the  City  of  Mexico. 

a.  By  capturing  the  cities  along  the  way. 

b.  By  making  the  inhabitants  his  allies. 

8.  How  he  got  possession  of  the  city. 

a.  The  description  of  the  city. 

b.  Montezuma  siezd. 


GRKEI/EY,  COIvORADO.  63 


9.  How  he  defeated  Narvaez. 

10.  How  he  was  driven  from  the  city. 

11.  How  he  recapturd  the  city. 

12.  How  the  rest  of  his  hfe  was  spent. 

BIBUOGRAFY. 

McMurray :     Pioneers  on  Land  and  Sea^  Macmillan. 
Prescott :     The  Conquest  of  Mexico,  Lippincott. 
Abbot:     History  of  Hernnando  Cortez,  Harper. 

De  Soto. 

DeSoto  is  given  to  show  that  not  every  one  who  came 
to  the  new  world  obtaind  gold.  His  failure  is  thus  con- 
trasted with  the  success  of  Cortez  and  Pizzaro. 

1.  How   De   Soto  became   interested    in   the   new 

world. 

2.  How  he  prepared  to  find  his  fortune  there. 
(The  equipment  should  be  given  with  great  de- 
tail.) 

3.  What  he  found  in  Florida  and  vicinity. 

4.  How  he  delt  with  the  Indians. 

5.  How  the  Mississippi  River  was  discoverd. 

6.  How  De  Soto  sought  gold  west  of  the  river. 

7.  How  De  Soto  died. 

8.  How  the  expedition  reacht  the  Spanish  settle- 

ments. 

BIBIvIOGRAPY. 

McMurray:     Pioneers    of   the    Mississippi    Valley, 

MacMillan. 
King:     De  Soto  and  His  Men  in     the     Land     of 

Florida,  Macmillan. 


64  STATE  NORMAL  SCHOOL, 

Sir  Francis  Drake. 

1.  His  boyhood. 

2.  His  voyage  with  Hawkins. 

3.  His  second  voyage  to  the  new  world. 

a.  Why  he  went. 

b.  How    he    siezd    the    Spanish    tresure    at 

Nombre  de  Dios. 

c.  How  he  hid  from  the  Spanish  fleet. 

d.  How  he  captured  Panama. 

e.  His  return  to  England. 

4.  How  Drake  saild  around  the  world, 
a.     What  his  purpose  was. 

.     b.     The  voyage  around  Cape  Horn. 

c.  He  finds  more  tresure. 

d.  He  visits  California. 

e.  He  rturns  home  by  way  of  China  and  India. 

f.  He  is  knighted  for  his  achievements. 

5.  How  Drake,  as  admiral,  fought  the  Spaniards. 

6.  How  the  rest  of  his  life  was  spent. 

BIBLIOGRAFY. 

Johnson:     The  World's  Discoverers,  Little. 
Frothingham:     Sea  Fighters  from  Drake  to  Far- 
ragut,  Scribner. 

Sir  Walter  Raleigh. 

1.  His  boyhood. 

2.  How  he  became  interested  in  America. 

a.  The  wonderful  tales  of  the  new  country. 

b.  How  he  organized  his  colony. 

3.  How  the  colony  was  founded. 

4.  What  became  of  the  colony? 

5.  How  Raleigh  met  his  deth. 


GREELEY,  COLORADO.  65 

BIBLIOGRAEY. 

McMurray:     Pioneers  on  Land  and  Sea. 

John  Smith. 

1.  His  boyhood. 

2.  How  he  fought  the  Turks. 

3.  How  he  became  interested  in  America. 

4.  His  arrest  and  release. 

5.  How  the  colony  sufferd  in  the  new  land. 
(The  difficulties  which  confronted  the  colonists 

should  be  given  in  detail,  since  they  give 
significance  to  the  activities  of  Smith  which 
made  up  the  rest  of  the  story.) 

6.  How  Smith  was  taken  prisoner. 

7.  How  he  saved  the  colony. 

a.  By  trading  with  the  Indians. 

b.  By  protecting  the  colony  from  the  Indians. 

c.  By  compelling  all  to  work. 

8.  His  injury  and  return  to  England. 

9.  How  he  described  the  new  country. 

BIBLIOGRAFY. 

McMurray :     Pioneers  on  Land  and  Sea,  MacmiKan. 

Forbes-Lindsay:  John  Smith,  Gentleman  Adven- 
turer, Lippincott. 

Ashton:  The  Adventures  and  Discoveries  of  Cap- 
tain John  Smith,  Educational. 

Miles  Standish. 

The  method  followd  is  still  biografical.  The  biog- 
rafy,  however,  is  that  of  a  member  of  a  group  who  is 
carried  along  by  its  movements.    The  problems  which  he 


66  STATE  NORMAI,  SCHOOIv^ 

solvs  are  in  a  peculiar  way  its  problems,  and  are  organ- 
ized as  such  below. 

I.     Why  the  Pilgrims  left  England  for  Holland. 


9 

lO 

II 

12 

13 

14 


Why  they  decide  to  go  to  America. 

How  the  voyage  was  made. 

The  first  winter. 

How  a  treaty  was  made  with  the  Indians. 

The  return  of  the  Mayflower, 

The  first  Thanksgiving. 

The  curious  declaration  of  war. 

How  food  was  secured  for  the  colony. 

The  expansion  of  the  colony. 

How  trade  was  carried  on  with  the  Indians. 

The  courtship  of  Miles  Standish. 

How  the  Indians  were  finally  overcome. 

The  life  of  Standish  at  Duxbury. 


BIBIvIOGRAFY. 

Abbott:     Miles  Standish,  Dodd. 

(This  book  follows  rather  closely  the  material  as 

outlined  above.) 
Longfellow :     The  Courtship  of     Miles     Standish, 

Newsom. 

Henry  Hudson. 

1.  How  he  attempted  to  sail  to  Asia  by  way  of  the 

Arctic  Ocean. 

2.  The  Dutch  persuade  him  to  seek  the  passage  for 

them. 

a.  He  finds  the  northern  seas  blockt  by  ice. 

b.  He  attempts  to  find  a  passage  thru  the  main- 

land of  North  America. 

c.  He  discovers  the  Hudson  River. 


GREElvEY,  COLORADO.  67 

(The   trade  and   battles   with   the   Indians 

should  be  given  in  considerable  detail.) 

d.     The  English  refuse  to  allow  him  to  go  back 

to  Holland. 

3.     His  last  attempt  to  find  the  North-West  Passage. 

a.  What  he  accomplisht. 

b.  How  he  was  set  adrift  in  Hudson  Bay. 

BIBUOGRAFY. 

Laut:     The   Conquest   of   the   Great   North- West, 

Outing. 
McMurray :     Pioneers  on  Land  and  Sea.  Macmillan. 
Johnson:     The  World's  Discoverers,  Little. 

Champlain. 

1.  Champlain  sets  out  to  explore  the  new  world  for 

France. 
a.     How  the  winter  was  spent  at  the  mouth  of 
of  the  St.  Croix  River. 

2.  How  he  explored  the  coast  of  New  England. 

3.  How  the  winter  at  Port  Royal  was  spent. 

a.  The  houses  and  the  Order  of  Good  Times. 

b.  The  brotherly  relations  with  the  Indians. 

4.  How  Quebec  was  founded. 

5.  Champlain   goes   on   the   warpath   against   the 

Iroquois. 

a.  The  battle  on  Lake  Champlain. 

b.  An  attack  on  an  Iroquois  fort. 

6.  He  explores  the  Ottawa  River. 

7.  How  he,  with  his  allies,  was  repulst  in  an  attack 

upon  a  Seneca  town. 

8.  He  returns  to  France. 


68  STATE  NORMAL  SCHOOL, 

BIBLIOGRAFY. 

McMurray :     Pioneers  on  Land  and  Sea,  Macmillan. 
Parkman :     Pioneers  of  France  in  the  New  World. 
Nelson. 

La  Salle. 

1.  How  La  Salle  establisht  a  trading  post  in  New 

France. 

2.  The  voyage  of  the  Griffin. 

3.  How  La  Salle  explored  the  valley  of  the  upper 

Mississippi. 

4.  Hennepin  is  sent  to  explore  the  upper  Missis- 

sippi. 

5.  How  Tonte  aided  La  Salle. 

6.  La  Salle  explores  the  Mississippi  to  its  mouth. 

7.  The  return  to  Canada. 

8.  How  he  pland  to  establish  an  empire  in  the  Mis- 

sissippi Valley. 

9.  Why  his  plans  faild. 
10.     His  death. 

BIBUOGRAFY. 

McMurray:  The  Pioneers  of  the  Mississippi  Val- 
ley, Macmillan. 

Channing  and  Lansing:  The  Story  of  the  Great 
Lakes,  Macmillan. 

Parkman :  La  Salle  and  the  Discovery  of  the  Great 
Northwest,  Nelson. 


GREEIvEY,  COIvORADO.  69 


SEVENTH  GRADE. 

E.   D.   RANDOLPH, 
PRINCIPAE    OE    THE    ELEMENTARY    SCHOOL. 


A.       EUROPEAN   BACKGROUND  OE  AMERICAN   HISTORY. 
B.       ENGLISH  COLONIAL  HISTORY  IN  AMERICA. 

Purpose :  To  give  thru  oral  presentation  and  selec- 
tive readings  a  large  general  impression  of  the  European 
background  of  American  history,  and  upon  this  necessary 
basis  to  construct  a  notion  as  nearly  adequate  as  possible 
of  the  expanding  life  of  the  English  in  America — pro- 
ceding  from  the  early  problems  of  adjustment  and  of 
economy  thru  tentativ  solutions  and  instructiv  conse- 
quences to  the  more  or  less  stable  institutions  and  atti- 
tudes of  the  colonies ;  and  finally  to  show  how  the  colonies 
came  to  entertain  the  wish  for  independence  and  to 
achieve  it. 

A.       EUROPEAN   BACKGROUND  OF  AMERICAN   HISTORY. 

I.     How  America  came  to  he  discover d. 

1.  Preliminary  discussion  to  raise  a  feeling  of  the 

need  for  more  detaild  and  accurate  knowl- 
edge about  the  question  proposed. 

2.  The  grouping  of  activities  about  the  Mediter- 

ranean in  Ancient  and  Medieval  times. 
a.     The  determining  factors  in  present  day  city 
growth       (approacht,      perhaps,      thru 
the    comparison    of    old    villages    with 
young  cities). 


70  state;  normai.  school, 

b.  Elimination    of    factors    not    pertinent    to 

Medieval  city  growth. 

c.  The  articles  of  trade. 

d.  Sketch  map  of  regions  and  cities  important 

in  medieval  trade — making  clear  the  im- 
portance of  the  Mediterranean  and  rais- 
ing the  question  as  to  communications. 

e.  Elaboration  of  a  sketch  map  to  show  lines 

of  interconnection. 

f.  Selectiv  study  of  peoples  thus  brought  into 

contact — with  the  view  of  making  in- 
telligible the  final  rupture  of  the  trade. 

3.  The  beginning  of  trade  about  the  Mediterranean 

— Phenicians  to  Venetians. 

4.  The  height  of  commercial  prosperity. 

a.  Venice  today — briefly. 

b.  Venice  of  old :  its     genesis,     early     trade, 

growth  into  prominence  and  prosperity; 
the  basis  of  its  prosperity;  the  articles  of 
trade,  their  distribution,  the  organiza- 
tion of  commercial  relations  with  Asia; 
the  meaning  of  these  cities  to  Europe; 
hazards  of  the  trade. 

5.  The  succession  of  changes  that  resulted  in  the 

shutting  down  of  the  trade  with  Asia, 

6.  The  formulation  of  the  problem  raised  by  the 

closing  of  the  trade  routes. 

7.  Tentativ  solutions  of  the  problem. 

a.  The  immediate  consequences  of  the  closing 

of  the  routes. 

b.  The  special  difficulties  of  the  situation :  tra- 

ditional knowledge  and  beliefs,  the  char- 


GREEI^DY,  COIvORADO.  /I 

acter  of  the  tools  at  command,  the  pre- 
occupations  of  the  various   nations   of 
Europe — except  Spain  and  Portugal, 
c.     Possible  ways  of  meeting  the  situation. 

8.     Beginnings  of  the  actual  solution — the  race  for 
the  Indies,  Portugal  east,  Spain  west. 

a.  The  story  of  Prince  Henry. 

b.  The  bearing  of  his  work  on  the  problem. 

c.  Other  Portuguese  navigators  to  Da  Gama. 

d.  Summary. 

e.  The  story  of  Columbus. 

f.  The  distinction  of  his  achievement. 

g.  Other  Spanish  discoverers,  to  Magellan, 
h.     Summary. 

i.     The  Atlantic  as  the  center  of  the  commercial 
world. 

II.     How  the  English  zvere  drazvn  into  the  same  current 
of  effort  with  the  Spanish  and  Portuguese. 

1.  Connections   with   the   stream   of  effort   above 

traced  out. 

2.  The  story  of  John  Cabot. 

3.  The  significance  of  the  voyages. 

4.  Why  they  were  not  followd  up  at  once. 

5.  How  there  came  to  be  a  revival  of  interest  in  the 

discovery. 

a.  A  brief  study  of  social  life  in  England  in  the 

17th  Century. 

b.  A  brief  study  of  English  commerce. 

c.  A  formulation  of  the  problem  of  the  English 

with  its  inherent  financial  difficulty ;  how 


72  STATE  NORMAIv  SCHOOI., 

the  Italian  cities  met  the  difficulty ;  how 
the  Portuguese  and  Spanish  met  it ;  other 
possible  ways? 

B.       ENGUSH  COEONIAIv  HISTORY  IN  AMERICA. 

I.     How  the  English  gained  a  foothold  in  America. 

1.  The  failure  of  the  individual  enterprise  plan. 

a.  The  story  of  Raleigh. 

b.  The  lesson  of  the  failure. 

2.  The  initiation  of  the  commercial  company  plan. 

a.  The  reasons  set  forth  by  the  Virginia  com- 

pany touching  the  expediency  of  its  ven- 
ture. 

b.  Apparent  advantages  of  the  plan. 

c.  The  company's  directions  to  colonists. 

.     d.     A  tentativ  forecasting  of  difficulties  to  be 
met. 

3.  The  experiment  in  Virginia. 

a.  What  the  land  was  like :  coastal  plain,  broad 

sluggish  rivers ;  harbors,  marshes,  low 
level  land  canalized  by  streams;  up- 
stream falls,  mountain  wall  behind;  for- 
ests, meadows,  climate. 

b.  The  problem  of  the  English,  and  how  they 

came  to  fail  in  the  beginning. 

c.  How  the  colony  got  on  its  feet. 

4.  How  the  colony  became  prosperous. 

a.  A  vivid,  detaild,  very  concrete  study  of  the 
growth  of  the  tobacco  industry  in  Vir- 
ginia with  emfasis  on  the  corollary  so- 
cial results  arising  out  of  the  peculiar  re- 
quirements of  the  crop  and  the  increas- 


fa 


GREKlvEY,  COIvORADO.  73 

ing  demand  for  it. 

Generalizations — implicit  in  the  data. 

What  qualities  would  a  welthy  planter 
need  ? 

Would  he  be  capable,  brave,  proud,  etc? 

Would  the  population  be  dense?  Would 
there  be  towns,  good  roads,  manufac- 
tures, schools,  churches?  What  church? 
Would  the  governmental  function  of  the 
church  persist  after  the  English  fashion  ? 

Would  there  be  need  of  further  local  organ- 
ization for  collecting  taxes,  for  defense, 
etc? 

Where  would  Virginia  get  the  names  for 
these  officials,  and  how  define  their  func- 
tions ? 

Would  it  be  necessary  to  represent  local 
units  in  the  management  of  public 
affairs  ? 

What  class  would  hold  office  ? 

Would  these  burgesses  feel  themselves  more 
familiar  with  colonial  affairs  than  the 
king's  officials? 

What  results  might  come  out  of  such  con- 
ditions? (relations  of  governors  and  as- 
semblies; incipient  revolts,  etc). 

What  economic  results  should  one  expect 
from  the  agricultural  practis?  (need  of 
more  land)  How  meet  these? 

What  outlets  were  there  for  the  people  who 
wisht  to  go  further  west?  What  prob- 
lems would  they  face?     What  influence 


74  STATE  NORMAL  SCHOOL^ 

would  members  from  these  frontier  set- 
tlements have  in  the  assemblies?  etc. 

5.  Other  southern  colonies — briefly  as  under  the 

Virginia  type. 

6.  The  English  in  Massachusetts. 

a.  What  the  land  was  like:  of  Virginia  sub- 

merged to  the  fall  line;  note  the  effect 
of  glaciation  on  soil  and  streams,  as  a 
determinant  of  occupations;  study  com- 
pensating features;  discuss  the  probable 
social  results  of  the  environment :  towns, 
manufactures.  schools.  agriculture, 
roads,    etc. 

b.  The  story  of  the  Pilgrims, 

c.  Why  the  Puritans  came. 

d.  How  these  attitudes     together     with     the 

American  environment  developt  the 
characteristic  New  England  social  life. 

e.  How  the  colony  became  prosperous. 

f.  Other  New  England  colonies. 

g.  The  middle  colonies. 

7.  The  Dutch  in  America. 

a.  How  the  English  following  the  line  of  least 

geografic  resistance  converged  upon  the 
Dutch. 

b.  The   importance  of  the   English  acquiring 

this  region. 

c.  The  consequent  closer     contact     with     the 

French. 

d.  The  characteristic   features  of  the  French 

possessions  in  America. 

e.  The  Indians  of  adjacent  regions. 


GREElvEY^  COLORADO.  75 

II.  Hoiv  the  English  gaind  the  land  from  the  French. 
I.     French  colonial  method  versus  English:  a  study 

of  geografical  factors  as  affecting  progress 
and  occupations,  and  of  national  policy. 

a.  The  absence  of  barriers  to  westward  expan- 

sion in  the  French  territory,  (cf.  English 
colonies). 

b.  Tentativ  formulation  of  the  significance  of 

these  geografical  factors  followd  by  a 
study  of  the  social  results  of  the 
French  method  of  utilizing  the  land,  and 
a  weighing  of  values — looking  toward  a 
discussion  of  the  significance  of  the  Eng- 
lish victory.  To  aid  in  making  the  con- 
trast, trace  the  English  westward  expan- 
sion down  the  great  valley  and  up  to 
Kentucky,  showing  the  difficulties  of  the 
movement  and  how  the  land  was  held  in- 
dustrially. 

c.  Estimate  of  the  rivals. 

d.  How  the  conflict  came  about. 

e.  Results  of  the  conflict — territorial  and  as  af- 

fecting the  British  colonial  policy. 

III.  How  the  Colonics  came  to  zvish  more  freedom. 

I.     The  character  of  the  colonists  and  how  it  de- 
velopt    further    resourcefulness    and    inde- 
'  pendence  of  spirit  under  the  combined  in- 

fluences of  exacting  environment,  compact- 
ness of  settlement,  and  widening  economic 
opportunity,  plus  political  and  religious 
privileges. 


76  STATE  NORMAL  SCHOOL, 

a.  The  laxity  of  the  English  colonial  adminis- 

tration up  to  1763  :  failure  to  consolidate 
colonies;  failure  to  enforce  laws  (e.  g.) 
failure  to  put  into  practis  the  theoretical 
relations  of  governors   and  assemblies. 

b.  The    consequent    growth    of    individuality, 

habits  of  self-reliance  in  crises,  habits  of 
self-government,  local  notions  of  repre- 
sentation, together  with  a  mature  and 
partly  custom.-born  feeling  for  colonial 
rights  as  over  against  loyalty  to  the  Eng- 
lish government. 

IV.  How  the  colonists  came  to  desire  independence. 

I.  The  shock  of  the  English  reform  movement  as 
a  stimulus  to  analysis  of  the  situation:  the 
more  significant  of  the  Jritish  measures  and 
how  they  were  receivd  by  the  colonists. 

a.  Peaceful  opposition. 

b.  Violent  opposition. 

V.  How  the  colonists  gaind  independence. 

I.  What  a  contemporary  might  have  thought  of  the 
outlook  considering: 

a.  The  long  coastline  of  the  colonies. 

b.  The  narrow,  compactly  settld  seaboard. 

c.  The  mountain  wall. 

d.  The  many  streams. 

e.  The  Indians. 

f.  The  fighting  forces  of  the  combatants. 

g.  The  remoteness  of  the  colonies  from  Eng- 

land, etc. 


GREELEY,  COLORADO.  T] 

2.  How  the  British  proposed  to  subdue  the  colon- 

ists. 

3.  How  the  plan  workt. 

4.  How  the  Americans  gaind  the  Northwest  thru 

the  frontier  settlement. 

5.  The  second  plan  of  the  British  and  how  it  workt. 

6.  The  conclusion  of  the  war. 

a.  How  the  terms  of  the  treaty  were  settld. 

b.  Important  matters  not  toucht  in  the  treaty. 

c.  Possible  consequences  of  the  omissions. 

7.  Tentativ  formulation  of  the  problems  facing  the 

colonists. 
To  offset  the  vagueness  of  a  much  condenst  and 
somewhat  uneven  outline — to  give  a  notion  both  of  the 
elaboration  intended  for  the  various  topics  and  of  the 
method  of  procedure — a  single  subject,  B  H.  i,  b,  is  be- 
low workt  out  somewhat  in  detail. 

The  early  westward  movement  of  the  Bnglish  colonists  as 
the  fertil  seaboard  iilld  up. 

Assignment:     Review  I,  5,  a-b. 

Preparation :  What  economic  results  might  one  ex- 
pect from  this  agricultural  system?  How 
might  the  colonists  meet  this  situation?  What 
would  be  the  chief  difficulty?  How  serious  a 
difficulty  would  this  be?  What  do  we  need  to 
know  about  the  region  to  understand  this? 

I.     Problem:     The  nature  of  the  Appalachian  barrier. 

References :  Text-book  in  geografy — maps,  descrip- 
tions; Mill's  International  Geografy;  Tarr  and 
McMurray,  North  America. 


78  STATE  NORMAL  SCHOOL, 

1.  General  View  of  the  mountains  as  a  barrier: 

length  1500  miles ;  width  300  miles;  parallel 
ranges  in  the  valley;  formidable  character 
of  the  forested  parts. 

2.  Detaild  study  of  the    barrier:    the    Piedmont, 

Archean  rock — the  fall  line;  the  Blue 
Ridge ;  the  river  gorges ;  the  wind-gaps ;  the 
decrease  in  height  to  the  north. 

3.  Who  would  first  be  crampt  for  land? 

II.  How  could  the  Virginians  cross  the  barrier? 

Consider  the  desirability  of  the  several  ways. 
References :     Text-books  in  geografy. 

a.  The  James  river  to  the  New  river,  a  way  not 

inviting  because  of  its  high  mountains, 
the  rapids  in  the  river,  the  narrow  gorge 
thru  the  wall  of  the  Blue  mountains. 

b.  The  series  of  wind-gaps  north  of  the  James 

river  gorge. 

c.  The  Potomac  still  further  north,  a  way  of 

low  mountains,  rapids  at  the  present  site 
of  Washington  but  with  navigable  water 
above  to  the  portage  into  Will's  Creek, 
from  which  Ohio  was  easily  reacht  via 
the  Youghiogeny  and  the  Monongahela. 

III.  Problem:  The  possible  outlets  for  other  colonies, 
with  consideration  of  the  advantages  and  disad- 
vantages of  each. 

References  :     Text-books  in  geografy. 

a.     The    Potomac   to   the    Shenondoah,    which 
opend  the  Great  Valley. 


GREEI^EY,  COLORADO.  79 

b.  The  Susquehanna,  a  shallow  circuituous  way 

to  the  Juniata  or  the  West  Branch  and 
thence  to  the  Ohio  via  the  Allegheny. 

c.  The  Delaware. 

d.  The  Hudson-Mohawk  way,  leading  into  the 

Iroquois  territory. 

IV.  Problem:  The  nature  of  the  Valley  beyond  the 
mountain  wall. 

How  would  the  valley  lead  the  people  who  came  into 

it? 
References  :     Text-books  in  geografy. 

1.  Parallel  ranges  upon  rich  limestone  soil. 

2.  The  parts  of  the  valley : 

a.  The  Hudson;  the  Kittatinny  (New  Jersey, 

Pennsylvania). 

b.  The  Cumberland  (Pennsylvania). 

c.  The  Shenandoah. 

d.  The  valley  of  eastern  Tennessee. 

V.  Problem:  How  the  first  Virginians  crossed  the 
mountains. 

References :     Cooke,  Virginia. 

Johnston :  Audrey,  ch.  I. 

VI.  Problem:  Hozv  Daniel  Boone  became  acquainted 
with  the  country  beyond  the  mountains  and  broke  the 
way  for  others. 

References :     Thwaites  :     Daniel  Boone. 

Use  Boone  as  a  type,  suggesting  the  social  steps  in 
occupying  a  country:  first  the  trapper  and  hunter;  then 
the  migratory  hunter-farmer  producing  for  his  own  needs 
and  making  the  scantiest  improvements;  then  the  real 


80  STATE  NORMAL  SCHOOL^ 

agriculturist  who  is  willing  to  appropriate  what  his  pre- 
decessors have  done,  but  unwilling  to  face  the  wilds ;  and 
finally  the  wave  of  people  involving  an  intricate  social  sys- 
tem. This  is,  of  course,  material  for  several  lessons — 
five  or  six. 

VII.  Problem:     How  the  Great  Valley  became  settled. 

Reference:  Fiske:  Old  Virginia  and  Her  Neigh- 
bors. 

1.  The  Scotch-Irish. 

a.  The  cause  of  their  coming. 

b.  How  finding  the  seaboard  fild,  they  were  led 

by  the  "lay  of  the  land"  into  the  Shenan- 
doah valley  and  thence  down  to  the 
Watauga. 

2.  What  were  the  conditions  of     life     for     these 

pioneers  ? 

VIII.  How  the  colonists  livd  on  the  frontier. 

References  :  Sparks.  The  Expansion  of  the  Ameri- 
can People. 

Fiske:     Old  Virginia  and  Her  Neighbors. 

Thwaites :     Daniel  Boone. 

Cooke :     Virginia. 

McMurray :  Pioneers  of  the  Mississippi  Valley. 
The  Watauga  Settlement. 

I.  The  Story  of  Robertson  and  Sevier  (work  out 
in  detail  the  type  of  frontier  settlement  as 
determind  by  needs :  the  stockade,  supplies : 
the  clearing,  hunting,  grazing,  farming, 
small   farms,   free  labor,   home  industries. 


GREEIvEY,  COLORADO.  8 1 

Suggest  the  social  result — independent  self- 
reliant  spirit). 

Were  these  settlements  represented  in  the 
government  of  the  mother  colony? 

What  would  be  the  nature  of  their  influence 
there?  What  was  their  service  to  the  peo- 
ple behind  them?  Would  there  be  need  to 
extend  the  frontier  farther  out? 

IX.  Problem:     What  outlet  could  the  people  find  from 
the  series  of  valleys  dozvn  which  they  had  to  come? 
Why  was  the  Cumberland  gap  chosen  f 
References:     Text-books  in  geografy. 
Roosevelt:     The  Winning  of  the  West.   (For  the 

distribution  of  the  Indians). 
Parkman:     The  Conspiracy  of  Pontiac.    (For  the 
distribution  of  the  Indians). 

X.  Problem:    How    George   Rogers   Clark   won    rhe 
Northwest. 

Review  B  V,  6. 

BIBUOGRAFY.      SECOND  TERM. 

I.     Teachers'  References. 

1.  Bruce:     Economic  History  of  Virginia,   Mac- 

millan. 

2.  Weeden :     Economic    and    Social    History     A 

New  England,  Houghton. 

3.  Farrand :     Basis  of  American  History,  Harper. 

4.  Tyler :     England  in  America,  Harper. 

5.  Fiske:     Old    Virginia    and     Her     Neighbors, 

Houghton. 

6.  Fiske :  Beginnings  of  New  England,  Houghton. 


82  STATE  NORMAL  SCHOOL, 

7.  Coman:     Industrial    History    of    the    United 

States,  Macmillan. 

8.  Doyle :     English  Colonies  in  America,  Holt. 

9.  Brown :     Genesis  of  the  United  States,  Hough- 

ton. 
ID.  Sparks :     Expansion  of  the  American  People, 
Scott. 

11.  Turner:     Rise  of  the  New  West,  Harper. 

12.  Roosevelt:     Winning  of  the  West,  Putnam. 

13.  Van  Tyne:     The  American  Revolution,  Harper. 

14.  Hulbert:     Historic  Highways,  Clark. 

II.     Pupils'  References. 

1.  Sparks:     Expansion  of  the  American   People, 

Scott. 

2.  Jenks :     When  America  was  New,  Crowell. 

3.  Cooke :     Stories  of  the  Old  Dominion,  Harper. 

4.  Thorpe :     History  of  the  American  People,  Mc- 

Clurg. 

5.  Hart :     How  Our  Grandfathers  Lived,  Macmil- 

lan. 

6.  Hart:     Colonial  Children,  Macmillan. 

7.  Hart :     Camps  and  Firesides  of  the  Revolution, 

Macmillan. 

8.  Earle :     Child  Life  in  Colonial  Days,  Macmillan. 

9.  Brigham :     From  Trail  to  Railway,  Ginn. 

10.  Roosevelt:     Episodes    from    Winning    of    the 

West,  Putnam. 

11.  Fiske:     War  of  Independence,  Houghtor. 

12.  Lodge:     Story  of  the  Revolution,  Scribner. 

13.  Thwaites:     Daniel  Boone,  Appleton. 


GREELEY,  COI.ORADO.  83 

15.  Thwaites:     How  George  Rogers    Clark    Won 
the  Northwest,  McClurg. 

bibliografy.     first  term. 

I.     Teachers'  References. 

1.  Cheyney:     European  Background  of  American 

History,  Harper. 

2.  Fiske:     Discovery  of  America,  Vol.  i.,  Harper. 

3.  Adams:     Civilization  During  the  Middle  Ages, 

Scribner. 

4.  Webster:     History  of  Commerce,  Ginn. 

5.  Beazley :     Prince  Henry,  Putnam. 

6.  Irving:     Columbus,  Putnam. 

7.  Weare:     The  Cabots  Discovery     of    America, 

Lippincott. 

n.     Pupils'  References. 

1 .  Haaren  and  Poland  :     Famous  Men  of  the  Mid- 

dle Ages,  American. 

2.  Morris:     Historical  Tales,  Lippincott. 

3.  Towle:     Marco  Polo,  Lothrop. 

4.  Brown:     The  Story  of  Our     English     Grand- 

fathers, Public  School. 

5.  Harding :    The  Story  of  the  Middle  Ages,  Scott. 

6.  Frothingham :     Fighters   from   Drake   to   Far- 

ragut,  Scribner. 

7.  Gibbins:     History    of    Commerce    in   Europe, 

Macmillan. 

8.  Elton :     Career  of  Columbus,  Educational. 


84  STATE  NORMAL  SCHOOL^ 


EIGHTH  GRADE. 

ERNEST  HORN^   PROFESSOR  OF  SEMINARY  WORK. 

The  aim  in  this  portion  of  the  course  of  study  is  to 
reproduce  the  most  important  problems  which  have  arisen 
in  the  development  of  this  country,  from  the  close  of  the 
Revolution  to  the  present  time.  As  will  be  seen  from  the 
outline,  the  principle  of  organization  is  somewhat  sharply 
contrasted  with  that  afforded  by  chronology,  or  by  the 
sequence  of  the  presidential  administrations.  The  usual 
subordination  of  problems  to  administrations  is  reverst. 

A.       HOW  A  NEW  GOVERNMENT  WAS  FORMD. 

This  section  should  show  the  conditions  arising  out 
of  abandoning  the  British  government,  the  problems  of 
organizing  a  new  government,  and  the  various  steps  in 
their  solution.  Every  problem  should  be  felt  as  such  by 
the  child.  Much  can  be  done  toward  realizing  this  end  by 
taking  up  each  step  in  its  relation  to  the  solution  of  some 
difficulty,  and  by  embodying  the  efforts  in  such  a  solution, 
in  a  few  of  the  characters  most  prominent  in  the  work. 

I.  Hoiv  a  provisional  government  was  provided. 

The  continental  congresses.  The  ability  of  the  mem- 
bers.    How  they  organized  the  colonial  forces. 

II.  How  a  confederation  was  agreed  to  between  the  states. 

I.  How  the  Articles  of  Confederation  were  adopt- 
ed. The  first  recommendation,  the  commit- 
tees' report,  and  the  adoption  by  congress. 
The  difficulties  of  ratification. 


i 


I 


GREElvEY,  COIvORADO.  85 

2.  What  success  the  government  met  with. 

a.  In  war.  The  difficulties  of  raising  and  equip- 

ping armies,  and  of  making  treaties. 

b.  In  peace.     Commercial  troubles  with  foren 

countries,  and  between  the  states.  Finan- 
cial distress,  sharp  rebellion,  lack  of 
funds.     General  disorganization. 

3.  The  defects  in  the  Articles     of    Confederation 

which  were  responsible  for  these  difficulties. 

III.     Hozv  the  people  tried  to  remedy  these  defects. 

1.  In  the  convention  at  Annapolis. 

2.  In  the  convention  at  Philadelphia.     Whom  the 

people  sent  as  delegates.  What  some  of  the 
plans  submited  were :  The  Virginia  plan ; 
Hamilton's;  Patterson's.  How  the  dis- 
cussions centered  around  the  Virginia  plan. 
What  the  chief  objections  to  it  were;  by  the 
small  states;  by  the  southern  states.  How 
these  objections  were  met:  (i)  As  to  the 
apportionment  of  representativs ;  (2)  As 
to  the  control  of  commerce;  (3)  As  to  the 
slave  trade.  How  the  powers,  qualifica- 
tions, terms  of  offis,  and  methods  of  elec- 
tion of  the  various  officers  were  determind. 
Summary :  How  the  defects  in  the  Articles  of 
Confederation  were  remedied  in  the  Con- 
stitution. 
(Note:  It  is  urgd  that  considerable  emfasis  be 
put  upon  the  actual  processes  of  compro- 
mise by  which  the  Constitution  was  made 
possible). 


86  STATE  NORMAL  SCHOOI., 

IV.     How  the  new  government  was  inaugurated. 

The  elections.  The  slowness  of  the  assembling 
at  the  capital.     The  ceremonies  of  inauguration. 

3.  How  the  Constitution  was  ratified  by  the  states. 
The  centers  of  opposition.  The  men  who 
opposed  it.    The  servis  of  the  Federalist. 

B.       WHAT   THE   OUTEOOK   WAS^   IN    I/'Sp,    EOR   BILDING   A 
STRONG  NATION. 

This  section  is  introduced  at  this  point,  ( i )  to  show 
that  the  new  nation  had  ample  resources,  in  their  rir  mess, 
in  their  variety,  and  in  their  extent,  to  become  a  great  na- 
tion; and  (2)  to  reproduce  the  conditions  which  gave  rise 
to  most  of  the  early  problems  which  confronted  the  new 
government. 

I.  What  its  extent  was. 

How  it  compared  in  area  with  the  present  United 
States,  and  with  some  of  the  more  powerful 
European  nations. 

II.  How  it  compared  in  population  with  the  present 
United  States. 

How  the  population  was  distributed,  by  sections. 

in.     What  its  natural  resources  gave  promise  of. 

1.  In  Agriculture.     The  wonderful  fertility  of  the 

Mississippi  Valley.  The  coastal  plain  Tht 
Piedmont  region.  Grazing  grounds.  Farm- 
ing implements  and  methods. 

2.  In  manufacturing.     The  abundance     of     water 

power  and  of  raw  materials.  The  difficulties 


GREELEY,  COI.ORADO.  8/ 

arising  from  lack  of  improved  machinery 
and  skild  labor.  The  jeloiis  garding  of 
manufacturing  methods  and  machinery  by 
European  nations. 

3.  In  commerce.    The  seaports.     Material  for  snip 

bilding.  Surplus  of  food  products  and  of 
raw  materials.  The  fur  trade.  The  chief 
countries  with  which  trade  was  carried  on. 

4.  In  fishing.    The  proximity  of  fishing  waters.  The 

policy  of  Great  Britain  as  to  fishing  in  Ca- 
nadian waters. 

5.  In  mining.     The  abudance  of  iron  and  of  bild- 

ing materials. 

6.  In  lumbering.     The  location  of  forests.     The 

demand  for  forest  products. 

7.  Summary:    Compare  in  resources  with  some  of 

the  European  nations. 

C.       WHAT  THE  MOST  IMPORTANT  PROBI^EMS  WHICH  CON- 
FRONTED THE   NEW   GOVERNMENT    WERE. 

I.     How  to  provide  governmental  machinery. 

The  pupils  should  see  that  the  Constitution  was  the 
barest  framework  of  a  government;  that  the  prodigious 
task  of  instituting  a  working  system  of  government  was 
left  to  the  first  administration.  The  great  importance  of 
the  early  procedure  and  constitutional  interpretation,  as 
precedents,  should  be  appreciated. 


88  state;  normaIv  school^ 

II.  How  to  provide  money. 

1.  Needs. 

a.  To  run  the  government.     What  the  chief 

items  of  expense  were. 

b.  To  pay  the  dets  incurd  during  the  Revolu- 

tion. Which  dets  should  be  paid.  Ham- 
ilton's arguments  for  paying  all  dets, 
state  and  national,  in  full.  How  the 
dets  were  to  be  paid. 

2.  Methods  of  raising  money. 

a.  By  a  tariff  on  imports.    The  tax  rate.    Pro- 

tection to  shipping. 

b.  By  excises.     What  purpose,  other  than  to 

provide  money,   this  tax   servd      How 
it  was  receivd. 
.3.     How  the  distribution  of  funds  was  made  more 
convenient. 

a.  By  establishing  a  national  bank.     What  the 

arguments  against  it  were. 

b.  By  instituting  the  decimal  system  of  coinage. 

Previous  money  units. 

III.  How  to  deal  with  foren  nations. 

I.  With  England.  Why,  in  spite  of  the  political 
independence  of  America,  England  still  re- 
maind  socially  and  economically  the  mother 
country.  The  problems  arising  from  the 
failure  of  both  nations  to  live  up  to  the 
terms  of  the  treaty  of  peace.  (The  effort  to 
get  a  satisfactory  commercial  treaty  will  be 
delt  with  in  another  place;  it  should  be 
toucht  lightly  at  this  point) 


=1 
o 

a 


GREEI.EY,  COI.ORADO.  SQ 

2.  With  France.    Why  France  felt  justified  in  ask- 

ing aid  from  the  United  States.  Why 
Washington  refused  such  aid.  How  he 
found  it  difficult  to  lead  the  nation  to  stand 
by  him  in  his  refusal.  Why  the  feeling  in 
favor  of  France  changed. 

3.  With  Spain.     Why  a  treaty  securing  the  free 

navigation  of  the  Mississippi  was  desirable. 
How  the  quarrel  over  the  southern  bound- 
ary made  such  a  treaty  difficult.  What 
treaty  was  obtaind. 

IV.     How  to  aid  the  West. 

1.  The  situation  at  the  inauguration  of  the  new 

government. 

a.  Where  the  frontier  line  was  (1789),   '^Vhere 

the  settlements  were  located.  How  the 
population  compared  with  that  east  o^^ 
the  mountains. 

b.  How  the  people     livd.       Homes,     culture, 

amusements. 

2.  What  their  problems  were. 

a.  How  to  protect  themselves  from  the  Indians. 
Review  of  the  encounters  before  and  dur- 
ing the  Revolution.  Complications  aris- 
ing from  the  refusal  of  the  British  to 
vacate  forts  in  the  northwest  territory. 
How  Wayne  obtaind  a  treaty  of  peace 
from  the  Indians.  How  the  Indian  wars 
embitterd  the  Westerners  against  Eng- 
land. 


90  STATS  NORMAL  SCHOOI.^ 

b.  How  to  gain  a  living.  The  life  of  the  set- 
tlers as  given  in  the  seventh  grade  should 
be  reviewd.  ( i )  Occupations,  How  land 
was  obtaind.  Farming,  grazing,  fur 
trade.  Why  the  settlers  had  to  be  almost 
self-sufficient.  How  the  sale  of  furs  a  P- 
forded  ready  money  for  the  purcl  ase  of 
arms  and  necessary  implement v  (2) 
How  conditions  were  made  ha.^der  be- 
cause of  poor  transportation.  How  tl  e 
prices  of  food  products  and  manufacturd 
articles  compared  with  those  enst  c.*^  the- 
mountains.  The  possible  route'-  for 
transportation:  up  the  Ohio  and 
across  the  mountains,  the  cost  of  shippmg 
by  this  route ;  by  way  of  the  Mississippi. 
The  exasperating  methods  of  the  Spanish 
at  the  mouth  of  the  river.  The  transfer 
of  Louisiana  to  France,  and  the  refusal 
of  the  right  of  deposit.  How  the  diffi- 
culty was  solvd  by  the  purchase  of  Lou- 
isiana. How  the  new  bargain  was  inves- 
tigated by  Lewis  and  Clark. 

V.     Hozu  to  achieve  commercial  independence. 

1.  The  difficulties  arising,  during  the  confederation, 

from  state  regulation.  Why  congress  was 
unable  to  get  satisfactory  treaties  with  foren 
nations. 

2.  What  the  national  government  did.    The  protec- 

tion by  tonnage  taxes.  The  monopoly  of 
the  coast-wise  trade.    Treaties  with  France 


GREElvEY^  COLORADO.  9 1 

and  with  Spain.    Jay's  treaty  with  England. 

3.  The  effect  of  the  European  wars.     The  early 

prosperity.  The  vindictivness  of  the  war 
between  England  and  France  works  hard- 
ships on  American  shipping.  How  each  of 
these  countries  offends. 

4.  How  the  United  States  tries  to  protect  her  com- 

merce. 

a.  By  peaceful  means.    The  embargo ;  its  effect 

on  the  United  States  and  on  the  offend- 
ing nations.     Why  it  faild. 

b.  By  war.    The  influence  of  the  West  in  bring- 

ing the  war  about.  The  lack  of  prepara- 
tion on  the  part  of  the  United  States. 
The  fighting  in  the  north.  The 
campaign  against  Washington.  The 
war  on  the  sea.  The  fighting  for  the 
possession  of  the  Mississippi.  How  the 
treaty  of  peace  between  France  and  Eng- 
land endangerd  the  United  States.  The 
treaty.     What  the  war  had  accomplisht. 

c.  Post  bellum  treaties. 

D.       HOW  THE  NATION  LOOKS  TO  ITS  DEVELOPMENT. 

I.  The  situation  at  the  close  of  the  war. 

How  the  national  feeling  had  grown.  What  Madi- 
son did,  in  his  message  of  1815,  to  turn  the  at- 
tention of  the  country  to  its  own  needs. 

II.  How  the  country  expected  to  develop  its  manufac- 
tures. 

I.     How  the  embargo  and  the  war  had  turnd  much 
capital  into  manufacturing.     The  impossi- 


92  STATE  NORMAL  SCHOOL^ 

bility  of  their  products  competing  with  the 
foren  goods,  so  long  kept  out,  which  now 
flooded  every  market. 
2.  How  these  manufactures  could  be  protected  and 
new  ones  encouraged.  The  protectiv  tariff. 
How  each  section  regarded  it.  Clay's 
American  system. 

HI.     How  better  transportation  was  secured. 

1.  How  the  experiences  of  the  war  taught  the  need 

for  better  transportation.  The  economic 
demand. 

2.  What  the  national  government  did.     The  argu- 

ments for  national  aid  as  given  by  Calhoun. 
The  Cumberland  road.  Why  the  aid  of  the 
government  was  stopt  by  Madison. 

3.  What  state  and  private  enterprise  accomplisht. 

Turnpikes,  canals;  the  Erie  canal  and  its 
effect  on  New  York;  the  canal  from  Phila- 
delphia to  Pittsburg ;  the  Ohio  canal.  How 
the  usefulness  of  these  canals  was  limited 
by  number  and  direction  of  the  water 
courses.  How  they  were  supplemented  by 
the  railroads.  The  efficiency  of  the  early 
railroads. 

IV.     How  the  Southeast  ivas  renderd  secure. 

What  the  situation  was.  The  quarrel  over  the  bound- 
ary. The  constant  trouble  with  the  Indians,  and 
with  runaway  slaves.  The  danger  of  attack 
from  Florida  in  time  of  war.  How  Florida  was 
obtaind.  The  extent  of  the  United  States  as 
determind  by  this  treaty. 


GREElvEY,  COLORADO.  93 

V.  How  the  United  States  attempted  to  stop  the  en- 
croachmcnts  of  European  nations. 
I.  The  revolt  of  the  Spanish  colonies.  The  weak- 
ness of  the  new  Republic.  European  ag- 
gressions. The  holy  alliance.  The  danger 
to  the  United  States.  How  the  aggressions 
were  stopt.  Why  the  United  States  was 
supported  by  Great  Britain. 

E.       HOW  THE  NORTH  AND  SOUTH  GREW  APART. 

I.  The  difference  in  methods  of  gaining  a  living,  even 

in  colonial  times.  The  causes  for  such  differences. 
Why,  with  the  resources  of  the  south,  commerce 
and  manufacturing  had  not  been  developt.  Why 
slavery  faild  in  the  North. 

II.  How  the  national  policies  of  protecting  manufactures 
and  aiding  transportation  affected  each  section. 

I.     New  England,   and   the  other  North  Atlantic 
States. 

a,.  How  this  section  was  fitted  for  manufactur- 
ing. How  the  difficulty  of  obtaining 
skilld  labor  and  improvd  machinery  re- 
tarded its  development.  How  the  em- 
bargo and  the  war  of  1812  turnd  capital 
into  manufacturing.  How  skild  labor 
and  better  machinery  were  secured.  How 
the  industrial  revolution  in  Europe  af- 
fected its  growth.  How  much  the  pro- 
tectiv  tariff  fosterd  this  industry.  What 
kinds  of  articles  were    most    produced. 


94  STATE  NORMAL  SCHOOL^ 

How  better  transportation  procured  ad- 
ditional markets. 

b.  The  effect  of  manufacturing  upon  the  urban 

Hfe  of  this  section.  The  growth  of  cities. 
Social  reorganization  on  an  industrial 
basis. 

c.  How  more  time  was  given  to  the  pursuit  of 

culture.  The  beginnings  of  the  golden 
age  in  American  literature.     Art. 

d.  How  men  became  more  interested  in  the 

welfare  of  others.  Religious  reform. 
Horace  Mann.  Prison  reform.  More 
humane  asylums.     Abolition. 

2.  The  West. 

Growth,  1800- 1 830.  What  conditions  favord  im- 
migration from  other  states.  Which  states  sent 
the  greatest  number.  The  character  of  the  set- 
tlers. How  the  westward  movement  was  made 
easier  because  of  improvd  facilities  for  trans- 
portation. The  economic  development  of  the 
West.  The  growth  of  influence  in  national  af- 
fairs; Clay,  Jackson,  Harrison,  Benton.  The 
culture  of  the  section.  Newspapers,  schools. 
How  the  interests  of  the  West  are  related  to  the 
South;  to  the  North.  How  Missouri  was  ad- 
mitted as  a  slave  state. 

3.  The  South. 

a.  Growth  1800- 1830.  How  its  growth  com- 
pared with  that  of  the  Western  and 
North  Atlantic  states.     How  the  South- 


GREDLEY,  COLORADO.  95 

west  was  settle!.  The  increast  attention 
to  cotton  culture.  The  effect  of  the  in- 
creast crop  upon  the  price  of  cotton.  How 
the  south  becomes  dependent  upon  the 
north  for  manufacturd  goods  and  food 
supplies.  The  soil  of  the  old  South  grows 
impoverisht.  How  hard  times  in  this 
section  resulted  from  the  inability  to 
compete  with  the  new  slave  states. 

b.  How  the  tariff  affects  the  South.  How  it 
affects  the  price  of  articles  which  the 
South  had  to  buy.  How  the  South  was 
adapted  to  manufacturing ;  the  supply  of 
coal  and  iron,  the  water  power  and  the 
facilities  for  transportation.  Why  the 
south,  in  spite  of  these  advantages,  did 
not  profit  by  the  tariff.  Hard  times  are 
blamed  on  the  tariff  and  internal  im- 
provements. How  South  Carolina  at- 
tempted to  nullify  the  tariff.  How  the 
interest  in  combating  the  tariff  becomes 
bound  up  with  the  interest  in  the  exten- 
sion of  slavery. 

HI,     How  the  South  struggles  to  extend,  the  North  to  re- 
strict, slave  territory. 

I.  Reasons  for  the  attitude  of  each  section.  The 
South  needed  more  territory  for  farming, 
and  to  maintain  an  equality  in  congress.  The 
North  objected  to  extension  because  of  the 
institution  of  slavery,  and  because  as  mat- 


96  STATE  NORMAI.  SCHOOI.^ 

ters  stood,  the  control  of  the  government 
was  sure  to  pass  into  its  hands. 
2.     How  new  territory  was  added  to  the  United 
States. 

a.  How  the  Northeastern    and    Northwestern 

boundaries  were  fixt.  The  disputes,  how 
they  were  settld.  The  claims  of  both 
nations.  Joint  occupation.  Fur  trade. 
Overland  immigration.  How  the  bound- 
ary dispute  was  settld.     Its  resources. 

b.  How  Texas  was  acquired.     The  early  set- 

tlements. How  independence  was  se- 
cured. How  annexation  was  brought 
about.  The  quarrel  over  the  southwest- 
ern boundary. 

c.  The  war  with  Mexico.  Review  of  the  causes. 

How  the  war  began.  The  exploits  of 
American  armies  in  Mexico,  and  in  Cali- 
fornia. The  treaty  of  peace  and  the  con- 
sequent addition  of  territory  to  the 
United  States. 

d.  Shall  the  new  territory  be  slave  or  free? 

How  the  discovery  of  gold  in  California 
settld  the  question  for  that  state.  How 
the  question  was  settld  for  the  remain- 
ing territory,  by  the  compromise  of  1850. 

IV.     How  the  North  is  re-inforced.  Social  and  economic 
development. 

I.     Immigration.     The  conditions  in  Europe  which 
causd  it ;  famine  in  Ireland,  political  trouble 


GREEI^EY^  COLORADO.  97 

in  Germany.  Were  these  immigrants  of  a 
desirable  kind?  Where  they  settld.  How 
they  aided  in  the  development  of  the  North. 
What  their  attitude  was  toward  slavery. 
Why  they  did  not  settle  in  the  Southern 
states. 

2.  Rapid    development    of    transportation.      The 

growth  of  railroads,  1840-60.  Improve- 
ment of  canal  and  river  traffic.  The  tele- 
graf.  How  the  South  developt  in  these  re- 
spects. 

3.  Increast  growth  of  manufactures.    The  West  he- 

gins  to  share  in  this  industry.  The  riso  of 
Western  manufacturing  cities. 

4.  The  use  of  improved  methods  and  machinery  in 

farming.  The  revolution  in  farming  imple- 
ments, 1830-60.  The  increast  interest  in 
scientific  agriculture.  How  much  the  South 
utilized  these  improvements. 

5.  The  growth  of  population,  1830-60.     The  new 

West.  The  rapid  formation  of  new  states. 
How  much  the  South  grew  during  the  same 
period. 

V.     How  the  South  gains  an  opportunity  for  slave  fer~ 
ritory  within  the  national  domain. 

I.  The  status  of  slavery  as  determind  by  the  Mis- 
souri Compromise  of  1850.  The  theory  of 
squatter  soverenty.  How  the  North  won 
the  race  for  Kansas.  The  Dred  Scott  de- 
cision. 


98  STATE  NORMAIv  SCHOOI., 

2.  How  the  Republican  party  arose.  The  elements 
out  of  which  it  was  formd.  The  elections 
of  1854  and  1856.  The  Lincoln-Douglas 
debates.  How  Lincoln  was  elected  Pre<5i- 
dent. 

VI.     How  the  South  seceded  and  was  forced  back  into 
the  Union. 

1.  Why  the  South  seceded.    The  arguments  for  the 

right  of  secession.  The  process  of  with- 
drawing from  the  Union.  How  the  Con- 
federate government  was  formd.  How  it 
differd  from  the  Federal. 

2.  How  the  South  was  forced  back  into  the  Union. 

a.  A  comparison  of  the  North  and  South  at 

the  beginning  of  the  war.  Area  and  po- 
sition ;  population  and  military  strength ; 
navy;  wealth  and  resources;  foren  re- 
lations. 

b.  How  the  North  ends  the  war :  by  blockade, 

by  securing  the  border  states;  by  open- 
ing the  Mississippi ;  by  cutting  the  Con- 
federacy in  two;  by  defeating  the  army 
of  Virginia.  How  supplies  were  secured 
and  distributed  to  the  armies. 

c.  How  the  war  checkt  the  progress  of  the 

country.  The  loss  in  men.  The  enor- 
mous expense  and  destruction.  The  loss 
from  the  concentration  of  effort  in  fight- 
ing, to  the  neglect  of  the  development  of 
the  country.  The  comparativ  loss  in  each 


GREElvEY^  COLORADO.  99 

section.  How  the  people  at  home  livd 
during  the  war. 

d.     What  problems  grew  out  of  the  war. 

F.       HOW  THE  COUNTRY  RECOVERD  FROM  THE  WAR. 

I.  The  disbanding  of  the  armies.       The     growth     of 

the  North  during  the  war. 

II.  The  South.  The  problems  arising  out  of  the  war 
are  presented  as  problems  for  the  South  to  solv,  in 
the  belief  that  such  a  presentation  brings  out  the  real 
significance  of  the  problems  more  clearly  than  is 
possible  if  the  problems  are  presented  as  problems 
for  the  North  to  solv.  The  solution  of  these  problems 
is  ment  to  include  all  efforts  to  the  present  time. 

1.  How  the  South  attempted  to  regain  prosperity. 

a.  Devastation  causd  by  the  war ;  effects  of  the 

blockade;  loss  in  slaves. 

b.  How  labor  was  secured.    The  unwillingness 

of  the  negro  to  work;  laws  to  compel 
labor ;  the  opportunity  of  the  poor  white ; 
the  breaking  up  of  the  old  plantations. 

c.  How  new  industries  grew  up.     Iron,  textils. 

d.  Opportunity  in  the  South  today.     Manutac- 

turing.     Cheap  lands. 

2.  How  political  rights  were  regaind. 

a.  Problems  growing  out  of   (i)   freeing  the 

negro;  (2)  secession. 

b.  How  the  Congressional  plans  for  reconstruc- 

tion were  receivd.  How  "carpet-bagger" 
governments  were  overthrown. 

c.  The  problem  of  negro  suffrage  today. 


lOO  STATB  NORMAL  SCHOOI,^ 

3.  How  the  people  have  become  more  enlightend. 
The  enormous  rate  of  ilHteracy  at  the  close 
of  the  war.  Where  the  burden  of  taxes 
fell.  How  the  rate  of  illiteracy  has  decreast. 
How  the  people  are  prepared  to  work  ef- 
ficiently. 

G.       HOW  THE  WEST  WAS  FILD  UP. 

I.  Review  of  the  settlements  and  explorations  to  i860. 

What  was  knozvn  of  the  resources  and  physiografy 
of  the  country. 

II.  What  the  incentivs   were    to   settle   in    the    West. 
{Type:  Colorado). 

1.  Conditions  in  the  East. 

2.  Mining.    The  homested  act  of  1862. 

III.  How  the  West  was  reacht. 

1.  By  stage  and  "prairie  schooner."    The  distance 

and  time  taken.     Difficulties  of  the  trip. 
Why  railroads  were  demanded. 

2.  How  railroads  were  bilt. 

a.  The  difficulties  of  construction.     How  the 

National  Government  aided. 

b.  How  the  railroads  affected  the  growth  of 

the  country.  How  they  advertised.  How 
agriculture  was  encouraged.  How 
trade  with  the  East  was  developt. 

IV.  How  the  Indians  were  delt  with. 

V.  How  the  people  have  made  a  living. 

I.  Mining.  (Colorado).  The  improvement  of 
methods  and  machinery. 


GREELEY,  COLORADO.  lOI 

2,     Farming. 

a.  Colorado.    How  irrigation  has  developt  ag- 

riculture.    The  fruit  farms.     Dry  farm- 
ing. 

b.  Oklahoma.    The  Northwest.    The  improve- 

ment in  methods  of  raising  grain. 

H.       HOW  THE  UNITED  STATES  BECAME  A  WORLD   POWER. 

I.  Territorial  grozvth,  i/po-i8po. 

II.  Review  of  the  grozvth  of  influence  as  a  world  power, 
economically  and  politically,  to  i8go. 

III.  Hozv  insular  possessions  zvere  secured. 

1.  American  interests  in  Cuba  and  in  Hawaii. 

2.  How  the  Cubans  were  treated  by  Spain. 

3.  How  Spain  was  forced  to  give  up  Cuba  and  to 

cede  Porto  Rico,  Guam,  and  the  Philippines 
to  the  United  States. 

4.  How  the  insular  possessions  are  cared  for. 

a.  Good  order.     The   Philippine  insurrection. 

b.  Health.    What  sanitary  and  quarantine  pre- 

cautions have  accomplisht. 

c.  How  the  islands  are  being  improved,  indus- 

trially. 

d.  How  the  people  are  educated. 

L       WHAT  THE  MODERN  PROBLEMS  ARE. 

Some  of  these  problems  have  been  delt  with  under 
the  three  preceding  headings,  F,  G,  and  H.  They  will, 
therefore,  only  be  mentioned  here. 


I02  STATE  NORMAL  SCHOOI., 

I.  How  to  improve  agricultural  conditions. 

1.  Present  status. 

a.  How  agriculture  compares,  in  the  value  of 

products  and  in  the  number  of  persons 
engaged,  with  other  occupations. 

b.  How  some  of  the  chief  crops  are  producet-. 

c.  The  agricultural  exports  of  each  section. 

2.  How  agriculture  has  developt. 

a.  Growth,  shown  statistically,  of  the  total  pro- 

duct, and  of  the  chief  crops. 

b.  How  the  growth  has  been  aided.  ( i )  By  the 

use  of  improved  machinery.  What  im- 
provements have  been  made  since  1830. 

(2)  By  the  use  of  better  methods.  The 
growth  of  a  scientific  knowledge  of  agri- 
culture. How  the  government  has  aided 
the   dissemination   of   such   knowledge. 

(3)  By  irrigation  and  by  dry  farming. 

3.  What  some  of  the  agricultural  problems  are  to- 

day. Possibilities  for  irrigation  and  for  dry 
farming.  The  reclamation  of  worn  out  land. 
How  to  get  efficient  labor.  How  to  im- 
prove the  roads.  How  to  make  farm  life 
more  attractiv. 

II.  How  to  develop  manufacturing. 
I.     Present  status. 

a.  How  it  compares,  in  the  value  of  its  products 

and  in  the  number  of  men  employd, 
with  other  industries. 

b.  What  some  of  the  chief  manufactures  are. 

Where  they  are  located. 


gre;e;i.Ey,  Colorado.  103 

c.  How  the  manufactures  compare  with  those 
of  other  countries.  What  the  chief  ex- 
ports of  manufactured  articles  are. 

2.  How  manufacturing  has  developt. 

a.     Growth,  as  shown  by  statistics,  1860-1900. 

( 1 )  By  natural  advantages :  Raw  ma- 
terials, fuel,  water  power,  transportation. 

(2)  By  the  tariff.  A  review  of  the  early 
American  system.  The  protectiv  system, 
as  advocated  by  the  Republican  party. 
What  the  opponents  of  the  system  be- 
lieve. (3)  By  organization.  The  ad- 
vantages of  corporations.  The  grouping 
of  related  industries.  The  utilization  of 
by-products, 

3.  Manufacturing  problems  today. 

a.  How  corporations  are  to  be  regulated.  What 

sort  of  tariff  should  be  had. 

b.  How  to  improve  machinery.     How  to  pro- 

cure cheap  power. 

c.  How  to  develop  foren  markets  and  to  secure 

better  transportation. 

d.  How  the  proper  relation  between  labor  and 

capital  can  be  brought  about. 

iU.     How  to  improve  the  facilities  for  transportation. 

I.     Present  status. 

a.  How  people  travel  and     transport     goods 

today. 

b.  How  the  natural  and  artificial  facilities  com- 

pare with  those  in  other  countries. 


I04  STATE  NORMAL  SCHOOI., 

2.  How  transportation  facilities  have  developt. 

a.  Growth,  as  shown  by  statistics,  1840- 1 910. 

b.  Development  of  conveniences  and  of  safety 

contrivances. 

c.  Renewd  interest  in  waterways.     The  Pan- 

ama canal. 

3.  How  the  development  was  aided.     Review  of 

the  aid  given  by  the  state  and  national  gov- 
ernment, 1 840- 1 900. 

4.  How  unjust  discrimmations  have  been  attackt. 

5.  The  modern  problems,   (i)  How  to  utilize  the 

waterways.  What  some  of  the  proposed 
river  improvements  are.  (2)  The  question 
of  government  ownership,  or  regulation  of 
railroads,  telephones,  telegraf  and  express. 
(3)    How  to  develop  a  merchant  marine. 

IV.     How  to  conserv  national  resources. 

1.  Mining. 

a.  Where  the  chief  mining  regions  are. 

b.  The  enormous  waste;  how  it  can  be  pre- 

vented.   The  increase  of  improved  meth- 
ods and  machinery. 

c.  How  to  prevent  fraudulent  holding  of  min- 

ing lands. 

2.  Forests, 
a.     The  enormous  demand  for  lumber,   w(6d 

pulp  and  other  products  of  the  fo-est. 
The  present  forest  area.  The  wasfe  in 
lumbering. 


/■\ 


GREELEY,  COIvORADO.  IO5 

b.  How  the  forests  may  be  replenisht.  Na- 
tional and  private  forest  reservs.  At- 
tention to  the  prevention  of  forest  fires 
and  plant  diseases.  Forestry  as  a  pro- 
fession. 

3.  Unoccupied  lands.     Where  claims  may  still  be 

taken  up.    How^  these  can  be  fitted  for  farm- 
ing purposes. 

4.  Fisheries. 

a.  The  dangers  of  exhausting  the  fish  supply. 

b.  How  the  government  aids,  by  its  hatcheries. 

V.  How  to  promote  the  general  well  being. 

1.  By  education. 

a.  Present  status.     Illiteracy,  schools,  colleges. 

b.  Growth  in  education,  as  shown  by  the  de- 

creasing illiteracy  rate,  1860-1900. 

c.  Rural  school  problems. 

2.  By  caring  for  the  public  health. 

a.  Pure  food  law. 

b.  Warfare  against  contagious  diseases.  State 

and  private  efforts  to  eradicate  tubercu- 
losis, yellow  fever,  typhoid  fever. 

c.  Regulation  of  factory     conditions.       Child 

labor  laws. 

VI.  Problems  arising  out  of  changes  in  population. 

I.  The  present  population.  How  it  is  distributed; 
sectionally,  according  to  color  and  nation- 
ality, and  in  rural  and  urban  communities. 


I06  state;  NORMAIy  SCHOOIv, 

2.  Growth  of  population,  1790- 1900. 

3.  What  some  of  the  problems  are. 

a.  What  to  do  with  the  immigrant,    (i) Where 

the  immigrants  come  from.  The  number 
of  each  of  the  chief  immigrant  peoples. 
What  kind  of  people  they  are.  (2)  Why 
these  people  come  to  America.  Condi- 
tions in  Europe,  opportunities  in  Amer- 
ica. (3)  Where  they  settle  and  how  they 
make  a  living.  The  number  of  foren 
parentage  in  each  section,  and  in  some 
of  the  chief  cities.  The  reasons  for  so 
many  in  manufacturing  regions. 

4.  How  immigration  is  to  be  regulated.     Present 

laws.     Proposed  laws. 

b.  How  to  help  the  negro.     Review  of  what 

has  been  done  in  the  South.  How  the 
negro  can  be  prepared  to  work  efficiently. 

c.  Problems  of  the  city  (nearest  city  taken  as 

type),  (i)  Growth  of  cities,  1790-1900. 
Why  they  have  grown.  (2)  How  the  peo- 
ple are  protected.  Police,  safety  ordin- 
ances, sanitation.  (3)  Public  utilities. 
How  they  are  controld.  Water,  gas, 
light,  cars,  tenements,  parks,  play- 
grounds. 

BIBLIOGRAFY. 

Bogart:     An    Economic    History    of    the    United 

States,  Longmans. 
Brigham,  A.  P. :     Geographic  Influences  in  Ameri- 
can History,  Ginn. 


GREEI.EY,   COI.ORADO.  lOJ 

Coman :  The  Industrial  History  of  the  United 
States,  Macmillan. 

Carnegie.  Andrew  :  Triumphant  Democracy,  Scrib- 
ner. 

Dunning,  W.  A. :  Reconstruction,  Political  and 
Economic,  Harper. 

Shaler.  N.  S.  :The  United  States  of  America.  2 
Vols.,  Appleton. 

Sparks,  E.  E. :  The  Expansion  of  the  American 
People,  Scott. 

Semple,  E.  C.  :American  History  and  its  Geographic 
Conditions,  Houghton. 

Wright:  The  Industrial  Evolution  of  the  United 
States,  Scribner, 

Wright :  An  Outline  of  Practical  Sociology,  Long- 
mans. 

Andrews,  E.  B. :  The  History  of  the  Last  Quarter 
of  a  Century  in  the  United  States,  Scribner. 

American  Nation  Series,  Vols.  23-25  inclusive,  Har- 
per. 

Brooks,  E.  E. :  The  Story  of  Our  War  with  Spain, 
Lothrop. 

Grady,  H.  W. :     The  New  South,  Bonner. 

Parsons :     The  Making  of  Colorado,  Flanagan. 

Peck,  H.  T. :     Twenty  Years  of  the  Republic,  Dodd. 

Riis :     How  the  Other  Half  Lives,  Scribner. 

Webster :     General  History  of  Commerce,  Ginn, 

Hart :     Formation  of  the  Union,  Longmans. 

Burgess :     The  Middle  Period,  Scribner. 

American  Nation  Series,  Vols.  X-XXI,  inclusive. 
Harper. 

Statistical  Abstract  of  United  States. 


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